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HINTS  ON  THE  TEACHING  OF 
GERMAN  CONVERSATION 


BY 


PHILIP  SCHUYLER  ALLEN 


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TOGETHER  WITH  A  LIST  OF  THE  TEXT- 
BOOKS IN  GERMAN  PUBLISHED 
BY  GINN  AND  COMPANY 


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Is 

Hints  on  the 
Teaching  of  German  Conversation 

By  PHILIP  SCHUYLER  ALLEN 

Associate  Professor  of  German  Literature  in  The  Univenity  of  Chicago 

My  suggestions  are  particularly  for  those  teachers  of 
the  German  language  who  are  neither  foreign-born  nor 
Americans  of  German  parentage  ;  for  those  teachers  who 
are  away  from  the  greater  centers  of  culture,  away  from 
the  ready  help  that  large  colleges  and  libraries  offer ;  for 
those  teachers  who  are  confronted,  single-handed  and 
alone,  with  the  puzzling  problem,  "  How  shall  I  teach  my 
students  German  conversation  ?  " 

Now  it  has  been  my  very  good  fortune  to  meet  and 
know  hundreds  of  such  teachers.  During  the  eight  years 
in  which  I  was  editorial  adviser  in  modern  foreign  lan- 
guages for  Ginn  and  Company,  much  of  my  correspond- 
ence was  with  teachers  in  the  smaller  towns  and  cities  of 
America.  During  the  fifteen  summers  in  which  I  have 
uninterruptedly  taught  in  The  University  of  Chicago,  I 
have  come  into  direct  personal  touch  with  such  teachers. 
And  we  have  sat  many  a  sultry  afternoon  in  the  inadequate 
shade  of  a  scrub-oak  on  the  Chicago  campus,  talking, 
talking,  talking  of  the  smaller  but  none  the  less  vexing 
problems  which  confront  the  man  and  the  woman  who  in 
an  unsympathetic  environment  are  honestly  endeavoring 
to  further  the  cause  of  German  in  this  country. 

So  it  comes  that  I  wish  to  offer  such  helpful  suggestions 
as  I  may  regarding  conversational  German,  for  I  feel  sure 

COPYRIGHT.  1912.  BY  GINN  AND  COMPANY 


373713 


•  The  Teaching  of  German  Conversation 

that  the  audience  I  want  to  reach  will  welcome  them.  I 
shall  try  to  be  simple  and  practical  —  to  keep  constantly 
in  mind  the  real  needs  of  real  teachers,  and  to  make  use 
of  the  doctrine  of  derived  interest  and  the  theory  of  play. 

The  question  is,  "How  shall  we  teach  students  con- 
versational German  ?  "  The  answer,  "  By  getting  them 
to  speak  in  German  about  a  subject  in  which  they  are 
really  interested." 

Let  us  conjure  up  before  us  a  scene  which  is  recurring 
day  after  day  :  A  first-year  class  in  high  school  is  reading 
in  some  popular  German  reader  of  the  death  of  Balder. 
The  teacher  is  tempted  to  begin  the  lesson  by  asking  for 
the  rules  for  dependent  word-order,  or  by  propounding 
machine-made  5^agen  based  upon  the  text :  (Sr^d^ten  ©ie 
iBalber^  Xraum  !  3Sa^  ^a^k  ^otan  §u  bem  Xraum  ?  SSarum 
er](^ra!en  bie  ©otter  ?  etc. 

Now  it  happens  that  the  students  —  it  is  springtime 
—  are  slightly  tired  of  Balder.  And  it  also  happens  that 
on  a  previous  day  the  students  of  this  high  school  have 
wrested  an  unexpected  victory  in  baseball  from  their 
dearest  rivals. 

A  pardonable  guile  will  lead  the  teacher  to  begin  the 
German  hour  by  saying,  "  Let 's  talk  about  t/ie  game  !  " 

§err  %  i)ahm  ©ie  ba§  ©ptel  geftern  ge)e{)en  ? 

grautein  ^,  tvax  e^^  etn  aufregenbe^  ©ptel  ? 

SSar  e^  intereffant,  |)err  S  ? 

SSo  ftecft  benn  3f)re  ©timme,  grdulein  ^  ? 

§err  @,  ©ie  finb  red)t  miibe  Dom  gangen,  md)t  tval)v  ? 

©agen  ©te  mir,  grdulein  g,  tDariim  \)abm  <Ste  geftern 
nad)mittag  S^r  S)eutfd)  nicf)t  ftubicrt  ? 


The  Teaching  of  German  Conversation 


Or,  if  an  interscholastic  debate  has  taken  place,  the 
teacher  may  well  ask  : 

^al>en  @ie  bte  2)ebatte  ge^ort,  ^err  ®  ? 

gniiilcin  ^,  \)abm  bie  9?ebner  gut  gefprorfien  ? 

SSie  l)\Q^m  iinfere  9?ebner,  ^err  S  ? 

3Ste  f)te6en  bie  ©egner,  grdulein  ^  ? 

A  few  minutes  for  conversation  of  this  sort  at  the 
beginning  of  the  hour,  or  whenever  interest  flags,  will 
brighten  the  whole  recitation  period.  Students  with  the 
most  meager  linguistic  taste  will  come  to  like  German 
better  the  moment  they  discover  that  they  can  convey  in  it 
ideas  in  which  they  are  personally  interested.  Asking 
questions  about  stories  which  have  been  once  read  is  often 
almost  like  pulling  teeth  ;  students  seldom  like  it,  but  they 
enjoy  talking  of  things  connected  in  a  vital  way  with  their 
everyday  experience. 

Teachers  would  undoubtedly  welcome  a  conversation- 
manual  which  offered  model  lists  of  questions  and  answers 
that  would  apply  to  all  the  various  school  activities  -^  foot- 
ball, baseball,  track-meets,  basket-ball,  debates,  spelling- 
bees,  anniversary  celebrations,  the  appearance  of  the  annual 
school-paper,  etc.  A  cleverly  constructed  manual  might 
also  include  the  simpler  summer  and  winter  sports,  such 
as  boating,  fishing,  hunting,  skating,  sleighing,  snowball 
contests.  Whatever  else  stirs  the  town  for  a  moment  would 
also  be  fit  material  for  a  manual  of  German  conversation 
— circus,  theater,  election  of  town  officers,  the  burning  of 
a  public  building,  the  failure  of  a  bank. 

And  yet  such  a  conversation-manual  would  be  as  apt  to 
do  harm  as  it  would  to  benefit.    For  the  very  idea  of  live 

3 


The  Teaching  of  German  Conversation 

and  interesting  conversation  is  that  it  proceed  not  along 
lines  laid  down  by  others,  but  that  it  answer  to  the  thought 
which  we  are  trying  to  express  at  any  given  moment. 
Thus  one  might  study  all  the  conversation-manuals  from 
the  "  foreign  phrase-books  "  of  fifty  years  ago  down  to 
Laurence  Fossler's  charming  ''  Practical  German  Conver- 
sation," and  yet  never  quite  know  how  to  say  anything 
one  wished  to  say ;  for  such  books  are  ever  teaching  you 
what  you  may  want  to  say,  what  you  should  want  to  say, 
what  the  *'  average  person  "  does  want  to  say,  but  what, 
as  a  matter  of  fact,  you  can  travel  Germany  thrice  over 
without  ever  once  getting  a  chance  to  say.  And  whenever 
you  wish  to  remark,  ''  I  don't  care  for  any  more  bread, 
thank  you  !  "  there  on  the  tablet  of  your  mind,  big  as 
life  and  plain  as  fire,  is  written  the  phrase  from  the 
"phrase-book,"  "Please  pass  me  the  bread." 

Another  way  of  avoiding  the  dulling  effect  of  me- 
chanical answers  by  the  student  to  mechanical  questions 
by  the  teacher  is  to  have  the  students  ask  questions  of 
one  another.  Each  member  of  the  class  is  asked  to  pre- 
pare five  or  six  questions  on  the  text  the  class  is  reading. 
A  student  is  then  selected  to  ask  the  first  question, 
grautein  5(,  tDoEen  ©ie  bttte  etne  grage  fteflen  ?  The  ques- 
tion, once  uttered  by  Miss  A,  is  criticized  by  the  class. 
The  teacher  asks  them  :  %\i  grciulein  %^^  S^cige  ridjtig  ? 
or  SBarum  \\i  biefe  grage  t)er!ef)rt?  or  ^onnen  ©ie  bie 
grage  t)erbeffern  ?  When  the  class  decides  the  question 
is  in  proper  form.  Miss  A  chooses  the  one  who  must 
answer  it,  the  teacher  asking  her,  SBer  foil  bie  grage 
beanttDorten  ? 

4 


The  Teaching  of  German  Conversation 

The  answer  is  also  criticized  by  the  class.  Then  the 
student  who  has  had  to  answer  the  first  question  has  the 
privilege  of  asking  one.  The  teacher  urges  him  to  make 
his  question  difficult :  9?cUanc(jicrcn  @ic  fid),  ^err  S3.  9D'?ad)cn 
©ie'^  bent  grdulcin  rcd)t  fd^iucr !  And  so  on,  as  long  as 
time  permits. 

A  valuable  composition  exercise  can  be  made  of  such 
questions  by  having  the  students  go  to  the  board,  write 
their  own  questions,  and  criticize  those  of  others. 

To  vary  pleasantly  the  above  exercise,  select  one  stu- 
dent, who  has  been  previously  notified,  to  take  the  teach- 
er's place  and  ask  questions  of  the  class.  Students,  at  first 
backward  to  assume  this  responsibility,  soon  delight  in  the 
opportunity  their  brief  authority  affords  them  to  tease  and 
tantalize  their  friends.  Hilarity — first  a  breeze  of  it,  then 
a  gale  of  it  —  is^  the  sure  result  of  this  method  of  ques- 
tioning. But  why  not  t  More  German  is  learned  amid 
laughter  than  amid  tears.  And  students  like  to  forget 
their  worries  and  learn  that  German  is  not  necessarily 

...  a  monster  of  so  frightful  mien, 
as  to  be  hated  needs  but  to  be  seen. 

Another  variation  is  to  have  the  students  ask  whatever 
questions  they  will  of  the  teacher.  The  teacher  should 
pretend  to  misunderstand  any  question  which  is  not  framed 
correctly  or  which  is  capable  of  a  double  interpretation. 
This  leads  the  student  to  a  clarity  and  an  exactitude  which 
he  otherwise  would  not  strive  for. 

Now  I  have  ever  found  that  classes  know  more  Ger- 
man than  they  think  they  do,  and  there  is  nothing  more 

5 


The  Teaching  of  German  Conversation 

encouraging  for  a  class  than  to  make  this  discovery.  But 
it  is  hard  to  get  a  group  of  individuals  to  talk  at  first  about 
matters  of  their  daily  enthusiasm,  especially  before  some 
practical  drill  in  word-order  and  sentence-organization  has 
been  given  them.  To  bridge  over  the  gap  between  the 
first  stage  of  conversation  work  (consisting  simply  of  ques- 
tion and  answer)  and  the  last  stage  (free-hand  dialogue  on 
matters  of  mutual  interest),  I  believe  there  is  nothing 
more  helpful  than  the  playing  in  class  of  conversational 
games  of  any  and  every  suitable  kind. 

The  teacher  must  be  careful  that  such  games  are  not 
misfits.  For  the  high  school  he  must  not  suggest  games 
which  are  better  fitted  for  the  lower  grades  :  a  high-school 
student  no  more  cares  to  play  a  German  game  which  he  con- 
siders silly  than  he  does  an  English  one.  Again,  a  game 
which  may  be  played  successfully  in  private  school  or  col- 
lege can  hardly  be  attempted  in  the  large  classes  of  a  high 
school.  The  teacher  must  use  his  own  judgment,  both  in 
regard  to  the  games  which  I  suggest  below  and  to  any 
other  games  he  may  discover  or  invent,  as  to  which  best 
suits  his  particular  purpose. 

The  Founding  of  a  German  Club 

To  supplement  the  classroom  work  and  create  interest 
in  German,  the  teacher  should  organize  a  German  club, 
to  meet  once  a  week  throughout  term-time,  or  at  least 
as  often  as  possible.  The  teacher  should  not  despair  of 
doing  this  successfully,  even  if  the  enthusiasm  for  German 
in  the  school  seem  to  be  at  a  low  ebb,  for  the  founding  of 

6 


The  Teaching  of  German  Conversation 

a  German  club  will  revive  the  flagging  interest.  If  for 
some  reason,  however,  the  establishment  of  such  a  club 
should  prove  really  impossible,  it  will  at  least  be  feasible 
to  plan  for  occasional  German  socials. 

If  possible,  a  room  should  be  secured  for  the  sole  use 
of  the  club.  This  would  permit  suggestive  decoration  of 
the  walls  of  the  room  with  9ka(ien  —  symbols  of  one 
sort  and  another  which  suggest  and  interpret  modern 
cultural  life  in  Germany.  Wall-maps,  photographic  views, 
busts,  flags  —  nothing  can  be  too  poor  or  too  simple  to 
press  into  service  in  the  way  of  such  mural  decoration, 
if  the  object  really  reminds  of  some  German  fact,  or 
scene,  or  hero. 

To  prepare  for  the  first  meeting  of  the  club,  everything 
should  be  done  to  show  students  the  value  they  will  derive 
from  attending  it.  As  many  of  the  townspeople  as  possi- 
ble should  be  interested  in  it  and  given  something  to  do 
to  help  make  the  meeting  a  success.  To  insure  a  good 
attendance  at  the  first  session,  the  assignment  for  the  fol- 
lowing day's  German  might  be  shortened  for  those  of  the 
class  who  attend. 

It  may  or  may  not  be  desirable  for  students  to  learn  in 
class,  in  preparation  for  the  first  meeting  of  the  German 
Club,  a  few  of  the  more  important  parliamentary  expres- 
sions. But  it  is  most  advisable  for  the  students  to  practice 
some  game  that  is  going  to  be  used  in  the  club.  It  is  a 
good  plan  to  divide  the  club  into  groups  of  not  more  than 
six  or  seven,  each  group  having  for  leader  an  advanced 
student,  an  assistant  teacher,  or  some  German  friend  of 
the  school.   A  committee-meeting  of  these  group-leaders 

7 


The  Teaching  of  German  Conversation 

should  take  place  before  each  gathering  of  the  club,  to  plan 
the  following  program. 

The  first  half  hour  might  be  devoted  to  games  in  these 
smaller  groups,  and  the  second  half  hour  to  an  open  meet- 
ing for  business,  chorus  singing,  and  a  short  original  pro- 
gram. This  last  may  be  the  rendition  of  a  German  song 
or  two  by  a  good  singer,  the  relating  of  experiences  in 
Germany  by  a  traveler,  or  a  talk  on  current  events  in  Ger- 
many by  some  one  of  the  teachers.  To  encourage  begin- 
ners, let  one  student  give  a  brief  English  report  on  some 
phase  of  German  life  in  which  classes  naturally  would 
be  interested,  such  as  "Athletics  in  German  Schools," 
''  Famous  Rhine  Legends,"  ''  Student  Celebrations  at  a 
German  University,"  etc.  The  current  magazines  are  a 
fruitful  field  for  research  along  these  lines. 

For  variety,  five  minutes  of  the  open-meeting  time 
might  be  spent  with  some  game  in  which  all  groups  par- 
ticipate. The  teacher,  for  instance,  can  write  on  the  board 
the  name  So^ann  SSotfgang  t)on  @oetf)e  (or  ©ott^olb 
®pf)raim  Seffing  or  Sot)ann  (J^riftopJ)  griebrid)  tion  ©(^ider) 
and  announce  a  contest,  to  see  who  can  write  the  longest 
list  of  German  words  from  the  letters  of  the  name. 

A  Trial  Program  or  Two 

7.00-7.30     Classes  in  conversation  —  Group  games 

©ruppe  1,  2,  3,  4  (^Infcinger)   tofferparfen 

©ruppe  5,  6,  7  (©d)u(er  im  gtDciten  Saf)re)  ^flan^en^* 
quartettfptel 

©ruppe  8  unb  9  (^ie  norgefdjrittenften  ©c^iiler)   ©umm ! 

8 


The  Teaching  of  German  Conversation 

7.30-8.CX)     Open  meeting.    The  chairman  of  the  program 
committee  is  responsible  for  the  success  of  this  part 

SSerein^^gefang :  !5)a^  Sieb  ber  ^eutfdjcn 

^eflamatton :  ®oetf)e^  !J)er  (Srlfonig 

Kleiner  ^ortrag  iiber  eine  @ommerreife  burd^  2)eutfd)lanb 

(Solo 

SDebatte 

©nglifdjer  ^erid^t 

SSerein^gefang :  !5)ie  fiorelet 

@efcf)dft^oerfammIung 

(Srfrifrf)ungen 

*      * 
* 

7.00-7.30     ©ru^penfpiele 

©riippe  1,  2,  3,  4  (^tnfdnger)  Ufirfpiel 

®ruppe  5,  6,  7  ((Siguier  im  ^njeiten  Sat)re)  ^ierquartettfpiel 

©ruppe  8  unb  9  (^ie  t)orgefd)nttenftcn  @cf)u(cr)  3Sq^  bringt 

bie  3citJ^'i^9  —  ^  discussion  of  various  topics  culled  from 

a  German  newspaper 

7.30-8.00     Open  meeting 

^erein^gefang :  ^a^  gerbrod^ene  ^Ringlein 

2)ef(amation :  £i(ienfron§  5)ie  9J?ufif  fommt 

Kleiner  3Sortrag  iiber  beutfdf)e  ©tubentenfitten 

^uett 

!J)iQ(og 

©ng(i{d)er  33eric^t 

35erein^gc)ang :  5(m  33runnen  Dor  bem  Xorc 

®efc^cift(§ucrfamm(ung 

@rfrijd)ungen 

9 


The  Teaching  of  German  Conversation 

The  most  important  part  of  the  program  is  furnished 
by  the  refreshments.  A  fixed  chargSs  of  twenty-five  to  fifty 
cents  on  each  member  of  the  club  will  ordinarily  pay  for 
the  simple  refreshments  desired,  and  nothing  else  tends 
to  make  a  meeting  so  informal,  gives  so  many  a  chance  to 
help,  and  offers  material  for  so  much  simple  and  natural 
German  conversation  as  does  the  passing  of  refreshments, 
^arf  icf)  S^nen  ettra^  ^ud}en  anbieten  ?  2)an!e  fdjon,  ic^  bin 
\a  |d)on  Derforgt.  9^oc^  ein  tuenig  Qudn  gefddig  ?  SSoUen 
@te  fo  gut  fein  unb  mir  einen  Soffel  f)o(en  ?  etc. 

The  declamation  by  students  of  German  poems  ^  is  most 
desirable.  This  exercise,  as  often  undertaken  in  class, 
rarely  yields  the  best  results,  because  of  the  formal,  stilted 
nature  of  the  occasion.  But  a  student  allowed  to  select  his 
own  favorite  and  spurred  on  by  the  opportunity  of  such  an 
audience  as  a  German  club  affords  always  does  his  best. 

The  debate  or  dialogue  is  intended  to  be  either  dramatic 
or  humorous  in  character.  The  teacher  will  find  a  large 
amount  of  fairly  good  material  for  such  exercises,  generally 
very  cheap,  at  the  German  bookstores  in  this  country. 
Old  reading-books,  composition-books,  books  of  tales  and 
anecdotes,  are  often  a  mine  for  such  material. 

What  the  wise  teacher  will  be  working  toward,  with  the 
organization  of  his  German  club  behind  him,  is  the  pro- 
duction near  the  end  of  the  school  year  of  a  simple  Ger- 
man play.  Although  this  may  seem  at  the  beginning  of 
the  club's  existence  to  be  too  daring  a  goal  to  attempt, 
the  plan  once  made  will  carry  itself  to  a  successful  end. 

1  On  page  23  below  will  be  found  a  poem  which  is  not  generally  accessible, 
but  which  lends  itself  excellently  to  declamation. 

10 


The  Teaching  of  German  Conversation 

Students  will  work  harder  to  get  ready  for  a  play,  and  will 
do  more  competitive  work  to  get  on  the  cast  of  it,  than 
they  will  for  any  other  one  aim. 

There  follow  a  few  games  which  are  suggested  as  helpful 
for  conversational  purposes,  both  in  classroom  and  in  Ger- 
man club,  and  certain  of  the  most  popular  German  songs. 

After  a  class  has  learned  the  strong  declension  of 
nouns,  the  following  game  might  profitably  be  played 
in  a  review  lesson,  to  relieve  the  monotony  of  classroom 
drill.  It  will  afford  practice  in  pronunciation  and  imper- 
ceptibly impress  upon  the  learner's  mind  the  gender  of 
the  new  words. 

The  teacher  might  begin  by  saying  : 

„SSir  ttjotten  nun  cin  neue^  ©pie(  lernen;  e^  f)ei6t:  ^offcr= 
pacfen.  grdulein  33,  tva^  Wolkn  @ie  in  3()ren  Coffer  pocfen  ?" 

grdulein  ^.  ,,^'m  ©emdlbe." 

Se{)rer.  „®ut;  nun,  ^err  9^,  in  3f)ren  Coffer  miiffen  ©ie 
ba^felbe  unb  fonft  nod)  cttva^  pacfen." 

^err  9^.    „C5in  ®emd(be  unb  cincn  5IpfeI." 

©tubent  9Zo.  3.  ,,©in  ®emd(be,  cinen  ^pfel  unb  einen 
©pQten." 

©tubent  9?o.  4.  „(^xn  ©erndtbe,  einen  5(pfet,  einen  ©paten 
unb  cin  ^cft." 

©tubent  9^0.  5.  „@in  ©emdlbe,  einen  5(pfe(,  einen  <Bpatcn, 
ein  §cft  unb  einen  9?ocf." 

©tubent  9^0.  6.  „(i\n  ®emd(be,  einen  5lpfe(,  einen  ©paten, 
ein  i^^eft,  einen  9Rod  unb  eine  9J?aui^." 

II 


The  Teaching  of  German  Conversation 

©tubent  9^0.  7.  „(£in  ®emd(be,  einen  5(pfe(,  einen  (Spaten, 
ein  $eft,  einen  9^odE,  eine  Wan§  unb  einen  3Surm."  Etc. 

If  a  student  forgets  the  next  word  in  order,  he  should 
lose  his  turn. 

After  the  adjectives  have  been  mastered  the  game  can 
be  made  more  profitable  as  well  as  more  entertaining  by 
prefixing  adjectives  to  each  noun,  and  alternately  using 
the  definite  article,  the  indefinite  article,  and  numerals 
with  or  without  articles  ;  for  instance,  (£ine  fette  @an^,  ^tvd 
fc^toar^e  SJ^dufe,  einen  frummen  <Btod,  ben  uralten  ^dfig,  bie 
intereffanten  ©iic^er  unb  ^e^n  hianU  D^abeln. 

Still  more  variety  can  be  secured  by  using  the  demon- 
strative and  possessive  adjectives  with  the  nouns. 

When  students  are  beginning  to  learn  to  tell  time  the 
following  game  helps  them  gain  fluency  and  accuracy  in 
understanding  and  expressing  certain  German  idioms. 
The  game  may  be  played  in  two  ways.  By  the  first  method 
some  member  of  the  class  is  asked  to  put  on  the  board 
any  expression  of  time ;  as,  for  instance,  8.30  a.m., 
2.15  P.M.,  12  (midnight),  6.30  a.m.  The  teacher  should 
turn  away  and  not  see  what  the  student  has  written.  After 
every  member  of  the  class  has  seen  the  expression  on  the 
board,  it  should  be  erased. 

Then  the  teacher  begins  to  ask  questions,  to  find  out 
what  time  of  day  or  night  the  students  have  in  mind. 
Suppose  that  the  time  was  6.17  a.m.  The  teacher  asks 
questions  and  receives  answers  somewhat  as  follows  : 


The  Teaching  of  German  Conversation 

„3ft  e^  m^  bem  aJiittag^effen  ?"    „^t'm." 

,,9Zun  bann,  ift  e^  t)or  bem  Jriififtucf  ?"    ,,3a." 

„3ft  e^  ba(b  nac§  9J^itternad)t  ?"    „9^ein." 

„Sft  e^  fe()r  lange  uorm  gru[)ftucf  ?'-    „9lid)t  fe()r." 

„Sft  e^  bann  Uor  fed)<S  U^r?"    „9^ein." 

„(5pdter  al^3  ^alb  fiebcn  ?"    ,,9f?cin." 

(„5I()o  5n)t]d}en  fcd)^  unb  f)a(6  fieben.") 

„3ft  e^  ein  ^iertel  nad)  fec^^,  ober  ein  35iertc(  auf  fieben  ?" 

„©pdter  a^5  biefe  Qeit  ?"     ,,3a." 

(„5(I|o  3tt)i)d)en  G.lo  unb  6.30.") 

„3ft  e^  StiJan^tg  9J?inuten  nad)  fec^^?"    „9^ein." 

„(Spater  a(i^  G.20?''    „92cin." 

{„m\o  5tt)i]d)en  6.15  unb  6.20.") 

„Sft  e§  uicaeid)t  fed)<3  Uf)r  adjtjeljn  ?"    „9^ein." 

„@ed)^  \\{)x  neun5e()n?"    „9^ein." 

„9^un  bann,  bod)  ftc^er  fedi^  Ut)r  fcc^5ef)n  ?"    „9^ein." 

„^ann  mnf]  0(3  fec^^J  U()r  [teb5et)n  fein."    „Sa !" 

In  this  first  method  students  are  comparatively  passive  ; 
they  are  growing  accustomed  to  hearing  the  time-idioms. 
After  the  game  has  been  played  in  this  way  several  times 
the  second  method  may  be  tried.  According  to  this  method 
there  is  a  contest  between  the  two  sides  of  the  class,  and  it 
often  pleases  students  to  have  a  score-keeper  appointed  to 
see  which  side  is  the  most  successful  for  a  week.  First 
the  teacher  should  select  a  time  of  day  or  night  and  have 
the  class  try  to  find  out  what  time  he  is  thinking  of.  He 
should  call  for  volunteers  to  state  questions,  and  then  have 
pupils,  first  on  the  right  and  then  on  the  left  side  of  the 
class,  take  their  turn  asking  these  questions. 

13 


The  Teaching  of  German  Conversation 

SStele  ^anbe  madden  balb  ein  (Snbe.  Many  hands  make  light 

work. 
9}?orgenftunbe  Ijat  (SJolb  int  SJ^unbe.    The  early  bird  catches 

the  first  worm. 
(£g  ift  ntd)t  a((e§  ®o(b,  tt)a^  G^cin^t.  All  that  glitters  is  not 

gold, 
^er  9}^enfd)  ben!t,  ®ott  (enft.   Man  proposes,  God  disposes, 
^eine  D^ofe  of)ne  S)orn.    No  rose  without  a  thorn, 
lu^  ben  ^lugen,  au^  bem  (Sinn.    Out  of  sight,  out  of  mind. 
5lu^  bem  Df^egen  in  bie  ^raufe.    Out  of  the  frying-pan  into 

the  fire. 
SJ^an  mu^  ha§>  (Sifen  fc^mieben,  tuenn  e§  toarm  ift.     Strike 

while  the  iron  is  hot. 
fitter  ^nfang  ift  fc^trer.    It's  the  first  step  that  counts. 
@i(e  mit  SBeile.    Make  haste  slowly. 
SSo  Xauben  finb,  fliegen  Xauben  gu.  Nothing  succeeds  like 

success. 
9f?eben  ift  @i(6er,  ©c^treigen  ift  @o(b.     Speech  is  silver, 

silence  is  gold, 
^unger  ift  ber  befte  ^oc^.    Hunger  is  the  best  sauce, 
iibung  mad^t  ben  TM\kv.    Practice  makes  perfect. 
9^eue  33efen  fet)ren  gut.   A  new  broom  sweeps  clean. 
®(eic^  unb  g(eid)  gefeUt  ftdE)  gern.    Birds  of  a  feather  flock 

together. 
9^ot  ift  bie  9}?utter  ber  (Srfinbung.   Necessity  is  the  mother 

of  invention, 
grifc^  gett)agt,  ift  f)alb  getuonncn.   Boldly  begun  is  half  won. 
©^rlic^  tt)dt)rt  am  (dngften.    Honesty  is  the  best  policy. 

14 


1 


The  Teaching  of  German  Conversation 

3Bi(Icniofraft3Segc  fdjafft.  Where  there's  a  will,  there's  a  way. 
3Ber  gule^t  iad^t,  Iad)t  am  beften.     He  laughs  best  who 

laughs  last, 
^odjnuit  fomnit  uor  bem  gall.   Pride  comes  before  a  fall. 
"iSkk  ^od)e  Derberben  ben  S3rei.    Many  cooks  spoil  the  broth. 
9fiaft'  id),  roft'  id).   It  is  better  to  wear  out  than  to  rust  out. 
(SJebanfen  finb  jodfrei.    Thoughts  are  free. 
(Sine  SdjiDalbe  madjt  nod)  fcincn  (Bommer.    One  swallow 

does  not  make  a  summer. 

Proverb  Game 

Each  proverb  of  the  preceding  list  should  be  cut  in  two 
and  the  parts  written  on  separate  blank  playing  cards. 
For  instance  : 


e^  ift  nid)t  alle^ 


®o(b  toa^  gtan^t 


The  players  sit  in  a  ring.  After  all  cards  are  shuffled  and 
dealt,  each  person  in  turn  draws  a  card  from  his  right- 
hand  neighbor.  Whoever  finds  two  cards  containing  the 
parts  of  the  same  proverb  has  a  set  and  lays  it  aside.  The 
one  finding  the  most  sets  wins  the  game.  This  furnishes 
an  incentive  to  memorize  the  proverbs. 

<Summ 

A  German  way  of  playing  the  old-fashioned  English 
game  of  "  Buzz."  This  should  be  one  of  the  first  games 
to  play,  as  it  is  very  easy  and  gives  students  confidence  in 
pronouncing  the  foreign  words  ;  it  also  teaches  them  the 
numerals  in  a  way  not  to  be  easily  forgotten. 

15 


The  Teaching  of  German  Conversation 

Players  sit  in  a  circle  and  count  in  turn  from  i  to  lOO. 
The  one  whose  turn  it  is  to  say  a  number  containing  the 
figure  seven  (7,  17,  27,  or  37,  etc.),  or  the  quantity  seven 
(7,  14,  21,  28,  35,  etc.),  must  say  instead  „(Summ.''  Who- 
ever makes  a  mistake  must  suffer  one  of  the  following 
penalties  :  sit  on  the  piano  stool  till  the  next  mistake  is 
made ;  pay  a  forfeit,  to  be  redeemed  later  by  singing  a 
German  song ;  or  introduce  his  right-hand  neighbor  to 
the  leader  of  the  game,  using  the  German  form  of  intro- 
duction :  ,,grauletn  51,  ic^  ftelle  Sf)nen  §errn  ^  Dor." 
Or,  ,,grdulein  S,  eriauben  ©ie  mtr,  S^nen  §errn  ®  tjor- 
guftellen."  Reply:  „(£^  freut  mid),  @ie  fennen  5U  lernen." 
Or,  „(Set)r  angenef)m,  Sf)re  33efannlf(^aft  gu  moc^en,"  and 
so  forth. 

Sanb    ^        ^  ^,         ^ 

x^Iefant'— ^Tger— Seo^arb'— $ferb— ^iif)— ^aI6— Dd)^3 
— @fel  —  C^unb  —  Mie  —  Qiege — 9)^aii^— 5(ffe— 3Soif  ^ 
9?atte  —  3efca  —  Giraffe  —  Sotre  —  ^antf)er  —  Siber  — 
Wanltkv  —  guo)^  —  Suc^^  —  33dr  —  Sa'guar. 

Suft 

— £onbor  —  ^alfe  —  dule  —  ^udud  —  ©pe^t  — 
^^JBtage— 9]abe— gin!e--S6i^— ^olibri— 2)roffer 
^HP^^Sqltbalbe —  ^aube  — ^uf)n  —  ©(fter  —  £erd;e — 
^M!]o  — ;:>t  adjtigatl — ^ana'rienDogel — ©lord) — ©olbammer 

1  The  meanings  of  all  words  in  this  and  the  following  games  are  given  in  the 
vocabulary  at  the  end  of  this  pamphlet. 

16 


The  Teaching  of  German  Conversation 

SSaffer 

SSoIfifc^  —  (Seef)unb — Slrof  obiC — @cf)i(bfr5te — ^'^unimer 

—  (Bd)\van  —  (Snte  —  ®an^  —  ^eUfan'  —  grofd)  —  Slreb^ 

—  9J?aififrf)  —  §aififd)  —  ©c^eafifrf)  —  gifrf)otter  —  ©aim 
—4^ed}t—Sutte— Bering— 5(a(  —  ^arpfen  —  ©arbet'le  — 
S3acI)iorc[Ie  —  Slabeljau  —  5(uftcr. 

How  to  play  8anb,  Suft,  SSaffct 

This  game  is  played  like  "  Beast,  Bird,  and  Fish."  One 
person  stands  in  the  center  of  a  ring  of  players,  points  to 
a  player,  and  says  one  of  the  three  words,  Sanb  or  Suft  or 
SBaj'fcr.  Then  he  counts  as  rapidly  as  may  be,  ein^,  ^mi, 
brei,  Dicr,  fiinf,  fed)§,  ficben,  ad%  neun,  5et)n.  Before  3et)n  is 
uttered  the  player  designated  must  name  (with  the  proper 
form  of  the  definite  article  prefixed)  a  creature  of  the  land, 
air,  or  water,  depending  on  which  is  called  for. 

If  5c()n  is  uttered  before  the  player  responds  properly, 
he  in  turn  must  be  "  it";  that  is,  he  must  exchange  places 
with  the  one  in  the  center  of  the  ring.  Unless  students 
have  already  had  drill  on  the  names  of  beasts,  birds,  and 
fishes,  it  will  be  advisable  to  give  each  one  a  list  of  them 
the  first  time  the  game  is  played. 

How  to  play  S^tcrquartctt,  S^ogclquattctt, 
and  ^flanscnquartett 

Each  game  consists  of  twelve  sets,  or  books,  of  four 
cards  each.  The  teacher  must  procure  library  cards  which 
are  as  stout  as  possible,  and  for  each  game  make  his  own 

17 


The  Teaching  of  German  Conversation 

deck  of  forty-eight  cards.     Each  of  the  twelve  sets  must 
be  copied  four  times  ;  for  example  : 


III.3Bieberfduer 

III.2Bieberfduer 

III.2Bieberfaucr 

III.SBieberfduer 

ber  ©benen 

ber  ®benen 

ber  (Sbenen 

ber  ©benen 

3)er  D^g 

®er  SBifent 

Sag  darnel 

2)te  ©traffe 

Xex  m\ent 

2)er  Dc^g 

2)er  Dc^g 

2)er  Dc^a 

2)a§  Mantel 

3)ag  darnel 

2)er  SBifent 

2)er  SBtfent 

2)ie  ©iraffe 

S)te  ©iraffe 

2)ie  ©iraffe 

2)a^  5lamel 

Remember  that  the  ?iame  of  each  card  is  at  the  top 
(below  the  group-heading)  in  large  letters,  and  by  this 
name  only  can  the  card  be  asked  for.  The  names  in  smaller 
letters  serve  only  to  show  what  cards  form  that  set  or  book. 

Shuffle  and  deal.  The  person  to  the  left  of  the  dealer 
calls  for  any  card  he  may  need  to  complete  a  set  of  which 
he  already  holds  one.  He  continues  to  call  for  cards  until 
he  misses.  Then  the  next  player  on  his  left  calls  in  like 
manner  until  he  misses  ;  and  so  on,  until  all  the  cards  have 
been  called  for  and  formed  into  sets  or  books.  The  player 
having  most  books  wins  the  game. 

As  the  purpose  of  these  games  is  to  encourage  German 
conversation,  any  one  who  asks  a  question  in  English 
forfeits  a  card.  Any  one  who  calls  for  a  card  which  he 
already  holds  in  his  own  hand  forfeits  the  card  to  the  one 
of  whom  he  asks  it. 

Expressions  useful  in  playing  these  games  are  :  ,,grdU' 
lein  33,  bitte,  geben  @ie  mix  ben  ZiQa."  ,,(5^  tut  mtr  (eib,  aber 
ic^  fann  tf)n  S^nen  ntd)t  geben."  „^tvx  9^,  toollen  ©ie  mtr 
gefdlltgft  ha^  9lenntter  reid)en?"  ,,3c^  bebaure  unenblid) ; 
erften^  \)aht  id)  !ein  9f?enntier;  gtueiten^  fonnte  id)  ein  fo 
fd^lpere^  ^ier  nid)i  gut  reid)en."    „grdu(ein  dc,  feien  ©ie  fo 


I 


The  Teaching  of  German  Conversation 


gut  unb  geOen  ©ie  mir  ben  2Bo(f."  „Tlxt  bem  grdgten  ^er* 
gniigen."  „§err  ^8,  tDoUen  ®ie  mir  ben  8pinnenaffen  gebcn  ?" 
„3att)o{)(,  |)err  ^,  fe()r  gemc."  „C)l),  id)  ()abe  ein  Ouartett !" 
„<Sie  finb  ein  ®(uc!^t3oge(  unb  ic^  ein  ^edjUogel." 


S^terquartett 

I.  2lffenart 

1.  ^er  ©d)impanfe 

2.  !5)er  ^a))ian 

3.  ®cr  aJtagot 

4.  2)er  ^pinnenaffe 

II.  2Bieberfauer  ber  Serge 
*^  1.  ^ie  Siege 
/  2.  ^a^  (Sd)af 
^  S.  S)ie  (SJemfe 
4.  S^er  3a! 


III.  SBieberfduer  ber  (Sbenen 
•^  1.  ^er  Dd)^ 

2.  2)er  SBifent 

3.  !5)a^  Slamel 

4.  2)ie  ©iraffe 

IV.  ^irfc^art 

1.  2)a^  (Slenticr 

2.  2)a^  D^enntier 

3.  !5)a^  2)amtt)ilb 
t,   4.  2)a§  9^e{) 


V.  «pferbeart 
A,  2)er  efe( 

2.  2)a^  3ebra 

3.  ^er  ^apir 

4.  ^a^  9if)ino5ero^ 

VI.  2Sajjer=©dugetiere 

1.  2)er  SSalfifd) 

2.  !4)a^  3}^ecrfd)tDein 

3.  !Der  <Seef)unb 

4.  2)Qg  $;?i(pferb 


VII.  3Btefelart 

1.  ^CX  Slti^ 

2.  !Der  9J?arber 

3.  2)a^  |)erme(in^ 

4.  !Der  2)a(^^ 

VIII.  S3aren=  unb  ^unbeart 

1.  !5)er  SSoIf 

2.  2)er  gud)^ 

3.  2)a^  SSinbfpiel 
1/  4.  5)er  (Si^bdr 


* 3)cr  <Pcl3  biefcg  liereS  ^ci6t  bet  ^etmelinl 

A  teacher  who  prefers  to  avoid  the  complication  of  this  footnote  may  substitute  bet 
Biclfrofe  or  ber  3obcI  for  bai  ^etmelin. 

19 


The  Teaching  of  German  Conversation 


IX.  5la^enart 

1.  S)er  Sotre 

2.  2)er  Sttger 

3.  ^er  £eo|)arb  ober 

^antt)er 

4.  3)er  Suc^^ 

X.  ^leinere  ?iagetiere 

2.  ^ie  9^atte 

3.  S)a<3  ®id)t)ornc^en 

4.  ^er  ^amfter 


XI.  ©rb^ere  S'iagetiere 

1.  3)er  §afe 

2.  ®a§  taninc^en 

3.  3)a^  SO^urmeltier 

4.  ^er  S3iber 

XII.  Snfeftenfrefjcr 

1.  ^er  Sgel 

2.  3)er  3J?aurtDurf 

3.  ^ie  ©pil^mau^ 

4.  ®ie  gtebermaug 


SSiJgelquartctt 


I.  Xag=3flaub»ogel 

1.  !^er  5lbler 

2.  ^er  (SJeter 

3.  ^er  galfe 

4.  !^er  SSei^e 

II.  ^Uad^t^Stauboogel  ober  ®ulcn 

1.  ^er  Uf)U 

2.  2)aa  ^du5($en 

3.  ^ie  (Scf)leier^@ule 

4.  !4)te  2BaIb^Di)reuIe 

III.  i^lettertjogel 
"^     1.  2)er  ^apagei 

2.  ^er  ^afabu 

3.  S)er  ^udutf 

4.  SDer  ©pec^t 


IV.  ©ingvogel 

1.  ^ie  D^ac^tigaa 

2.  S)ie  Sercf)e 

3.  ®a^  9iot!e^rcf)en 

4.  S)er  2)iftetfin! 

V.  Zanben 

1.  2)te  ^au^taube 

2.  ®te  ^ingeltaube 

3.  S)ie  Sad^taube 

4.  2)ie  ^urteltaube 

VI.  §u^ner 

1.  ®er  Xrutf)a^n  ober 

^utcr 

2.  5)er  ^^fau 

3.  ^a§  ^augfju^n 

4.  2)a^  ^^ebf)ul)n 


I 


The  Teaching  of  German  Conversation 


VII.  Saufpbgel 

1.  ^er  ©traug 

2.  2)er  Slafuar 

3.  2)er  (Smu 

4.  ^er  ©c^nepfenftrauj 

VIII.  ©untpfoogcl 

1.  ':Der  ^ranic^ 

2.  ^cr  ©torc^ 

3.  ^er  ^Reitjer 

4.  2)er  Sbi^ 

IX.  ©eeoogel 

1.  ^ie  9}^ott)e 

2.  2)er  ^elifan 

3.  2)er  (Sturmtjogel 

4.  S)er  £iebi^ 


X.  ©tanbDogel 

1.  2)er  ©perling 

2.  SDer  S^unfonifi 

3.  2)ie  @o(bammer 

4.  !Der  9ia6e 

XI.  2anb=3w9»09el 

1.  2)ie  (SdjlDQlbe 

2.  :Die  5lmfel 

3.  ^er  2Biebe^o|)f 

4.  2)ie  ^rd()e 

XII.  aBaffer^BugDogel 

1.  !iDie  iDifbe  (5Jan^ 

2.  ^ie  tt)i(be  (Snte 

3.  ^er  (Sd)iDan 

4.  ^er  glamingo 


^ftatt^enquartctt 


I.  SCalbblumcn 

1.  ^er  3ier(id)e  SBalbmei- 

ftcr 

2.  ^ie  njtibe  9?ofe 

3.  jDq^  6(aue  Smmergriin 

4.  S)er  eble  ©njian 

II.  ^elbblumcn 

1.  ^ie  fc^dblid)e  ^ornrabe 

2.  !I)ie  !ried)enbe  5(c!er= 

itjinbe 

3.  ^ie  gelbe  33utter6(ume 

4.  jDte  fc^one  ^ornblume 


III.  ©artcnblumen 

1.  '^k  I)errlidje  Silie 

2.  S)ie  bunte  5(fter 

3.  ^a^  reijenbe  ©ticfmiitter^ 

4.  !3)ie  tt)of)(ried)enbe  9^elfe 

IV.  Sltjncipflanjcn 

1.  ^a^  narfotifrf)e  33itterfu6 

2.  3)a^^  i^(dnbi|d)e  9}?oog 

3.  !4)ie  fc^meraftiUenbe  ^fef* 

ferminje 

4.  S)ie  aromati)d)e  ^amitlc 


The  Teaching  of  German  Conversation 


V.  ©iftpflanjen 

1.  ^ie  gemcine  XoKfirfc^e 

2.  2)er  tdb(icf)e  (Sc^terling 

3.  ^er  tt)af)re  (Sifenljut 

4.  2)er  Jjrddjtlge  Tlol)n 

VI.  3ierftrduc^er 

1.  !Der  buftenbe  glieber 

(©fringe) 

2.  ^ag  befannte  ©eifeblatt 

3.  jDer  beliebte  (Sd)neebatl' 

ftraud^ 

4.  !Der  fleinbliitige  SBei^born 

VII.  5«uMtrauc^er 

1.  ^er  ftad)elige  3Sac^oIber 

2.  ^er  niiglidje  §oIunber= 

ftraud) 

3.  "^k  biegfame  ^orbttjeibe 

4.  ^er  mebigtmfdje  (Sd)let)en= 

ftraud) 

VIII.  iBecrenobft 

1.  ^te  gemiir^ige  ©rbbeere 

2.  !^ie  rote  ^imbcere 

3.  ^ie  fdin^ar^e  3ot)anni!§' 

beere 

4.  !i[)ie  fafttge  (Bta^etbeere 


IX.  SCBalbbdume 

1.  ^ie  ftorfe  (Sidje 

2.  ^ie  ftattlic^e  33uc^e 

3.  ^ie  fd)attige  £inbe 

4.  ^ie  ^ot)e  ^anne 

X.  Dbftbdumc 

1.  ^er  tt)eitt)erbreitete  %p\tU 

baum 

2.  ^er     (angtebige     S3irn* 

baum 

3.  ^er  frud)tbare  ^irfdjen- 

baum 

4.  ^er  niebrtge  ^Iprifofen- 

baum 

XI.  ©etrcibc 

1.  ^tx  SKei^en 

2.  2)er  D^oggen 

3.  ^er  ^afer 

4.  !5)ie  (55erfte 

XII.  ©emiifc 

1.  ^er  ©pinat 

2.  ^ie  ^o{)ne 

3.  2)ie  erbfe 

4.  ^er  ^lumenfo^t 


22 


The  Teaching  of  German  Conversation 

2>ic  mn\it  fomnit 

1.  ^(tngling,  bumbum  unb  tfdjingbaba, 
Qkt)t  tm  ^rtumpf)  ber  ^erfer)d)al)  ? 

Unb  urn  bie  Scfe  braufenb  bridjt'!^ 
SBie  Stubaton  beg  SSeltgeriditg, 
S5oran  ber  (Scf)ellentrdger. 

2.  S3rumbrum,  bag  grofee  S3ombarbon, 
^er  33ecfenfd)(ag,  bag  ^elifon, 

^ie  ^iffolo,  ber  3tnfenift, 
2)ie  ^iirfentrommel,  ber  glotift, 

Unb  bann  ber  ^erre  ^auptmann. 

3.  !5)er  ^auptmann  nat)t  mit  ftol^em  @inn, 
S)ie  (Sd^u|)penfetten  unterm  ^inn, 

!5)ie  (5d)drpe  fc^niirt  ben  fd)(anfen  Seib, 
S3eim  3^"^  •  ^ci*^  M"^  f^^n  Qeitoertreib ; 
Unb  bann  bie  ^erren  Seutnantg. 

4.  Qtvei  Seutnantg,  rofenrot  unb  braun, 
^ie  ga^ne  frf)u^en  fie  a(g  3^""r 

^ic  5a()nc  fommt,  ben  §ut  nimm  ah, 

S)er  ftnb  tuir  treu  big  an  ha^  (^tab ! 

Unb  bann  bie  ©renabiere. 

5.  jDer  ©renabier  in  ftrammem  ^ritt, 
3n  ediritt  unb  Xritt  unb  ^ritt  unb  @rf)ritt, 
'^a^  ftampft  unb  hibtjixt  unb  flappt  unb  flirrt, 
fiaternenglag  unb  genfter  flirrt, 

Unb  bann  bie  fleinen  3}Mbc^cn. 

«3 


The  Teaching  of  German  Conversation 

6.  !J)ie  Tlab6^m  aUe,  ^opf  an  ^opf, 
'^a^  5(uge  b(au  unb  btonb  ber  3opf, 
5Iu^  Zixx  unb  Xor  unb  |)of  unb  $au^ 
@d)aut  9J?tne,  Xrine,  ©tine  au^ ; 

SSorbei  ift  bie  Wn)ik. 

7.  ^(ingling,  tfd)ingtfd)ing  unb  ^aufenfrac^, 
^06)  an§  ber  gerne  tout  e^  fc^mac^, 

(55an5  ^^^f^  bumbumbumbum  tfd)ing ; 
3og  ba  ein  bunter  (Sd^metterttng, 

Stf(^ingt)d^ing,  bum,  urn  bie  @cte  ? 


24 


The  Teaching  of  German  Conversation 


Sangfam.  gfticbric^  ffllfltf,  1814. 


^ 


^ 


^ 


? 


X)  ^  "■=     • — ^.    • -^ — *  #  ^ 

1.  S«    ei  =  nem  fu^  =  Ien   ©run  =  be,   ba  ge^t   cin  aWu§=lcn= 


Lft 


^^ 


s 


^  i^      li^         d      d 


rab,         tnein' Sieb  s  fte      ift     t)er=fcl}n)uii  =  bea,    bie 


^^^ 


bort     ge  =  n)Ol^=net      ^at;        mein' iJicb  =  fte      ift    ocr= 


tt 


» 


I 


K-^ 


fc^roun  =  ben,    bie  bort      ge  =  n)o^  =  net      ^at. 


2.  ©ie  f)ai  mir  Xreu'  oerjproc^en,  gab  mir  ein  diinQ  babei,  fie  ^at 
bie  3:reu'  gebroc^en,  mein  SRinglein  fprang  entsroci. 

3.  ^d)  mbc^t'  alg  ©pielmann  reifen  roeit  in  bie  9BeIt  ^inauS,  unb 
fingen  meine  SBeifen,  unb  ge^n  won  §aug  ju  ^aug. 

4.  ^d)  moc^t'  al^  9leiter  fliegen  roo^l  in  bie  blut'ge  ©c^Iac^t,  urn  ftiUe 
iJeuer  liegen  im  ^^elb  bei  bunfler  9iacf|t. 

6.  ^or'  id^  ba^  2Wiit)lrab  gel^en :  ic^  roeife  nic^t,  roa^  ic^  roiU  —  ic^ 
mbc^t'  am  liebften  fterben,  ba  roar's  auf  einmal  ftiU ! 

3ofcp^  don  tti(ftenbotff,  1810. 

25 


The  Teaching  of  German  Conversation 


fiprclci 


fiangiam 
f) 

• 

3fncbrtci)  ©tldEjcr,  1837-1839. 

— . 

-Ht — ^ 

-^- 

_^  _A-g 1!> 

^ 

\]{    J 

-^- 

-J^^-^^f— •-J- 

p_ 

^  p<  r^i  1^- 

v^ 

>rS    • 

•              »      ij      : , 

•  •     i       4^ 

M             J      J                           1 

«- 

»-       ^ 

*    *  O'  J-  -^ 

1.  Sc^  roei^mc^t^roagfoU  eg    be^beu  =  ten,  ba|  ic^     jo    tcau-rio 


i 


* 


A-n- 


3t=it: 


:p=^ 


=^ 


bin 


ein  Wdv  -  d^en  au^     al   =   ten    ^ei  -  ten,    ba^ 


ij 


:*: 


1^ 


^ 


fommt  mir  nic^t  OiW^  bem    ©inn.        2)ie     Suft  i[t  fii^l  unb  e^ 


i 


i 


s 


N — ^ — ^-N 


^^ 


:«* 


bun  =  felt,  unb  i;u  =  ^ig  flie^t  ber  3ftl§ein;  ber  ®ip=fel  beio  S3ei;=  ge§ 


i 


f-l'-^^-H^^^ 


^^^^EE 


fun    s    felt       im      21   =    benb  =  fon  =  nen  =  fc^ein. 


2.  2)ie  fc^onfte  ^ungfrau  fi^et  bort  oben  rounberbar,  if)r  golbneg 
©efc^meibe  bli^et,  fie  fammt  if)V  golbeneg  §aar.  ©ie  fdmmt  eg  mit  goI= 
benem  ^amme  unb  fingt  ein  :^ieb  babei ;  bag  f)at  eine  raunberfame,  ge= 
roaltige  3JieIobei. 

3.  2)en  ©c^iffer  im  fleinen  ©c^iffe  ergreift  eg  mit  rcilbem  3Be^ ;  er 

fc^aut  nirf)t  bie  j^elfenriffe,  er  fc^aut  nur  ^inauf  in  bie§o§'.   ^c^  glaube, 

bie  2BeUen  Derfc^lingen  ^m  @nbe  ©d^iffer  unb  ^a^n;  unb  bag  ^at  mit 

if)rem  ©ingen  bie  Sorelei  getan. 

;&cinrid^  $einc,  1822-1823. 

26 


The  Teaching  of  German  Conversation 


S)ai^  Sicb  bcr  ^cutft^cn 


(Dtiginol  ®=a5ut.) 
fiangfam. 


3ofepft  ©QHbn,  1797. 


^5 


^^^^ 


^^^ 


r  2)cut[c^lanb,  25eutjc^lanb    il  »  ber       al  'ltd,     ii  «  ber 
\   roenn     eg     ftetg     ju   ©c^u^  unb     ^rut  =  jc     bril  =  ber» 


m 


Bt 


S^ 


^ 


^ 


al  =  leg    in      ber  2BeIt, 
lic^    3U  *  jam  =  men  =  pit 


;} 


t)on    ber   2KaaS  big    an    bic 


i 


e 


;i4F=^ 


■i,_j_!;iLzit:*Jig^ 


^?^^ 


2He  =  mel,  oon  ber  et[c^    bis  an     ben  SBelt  —  3)eut((^Ianb, 


s 


g^j  ^wm 


t? 


#    ^'vF  #  '  gy 


35eutfc^lanb  it  =  ber    ahleg,  ii  *  ber    al  =  leg   in     ber  SBelt 


2.  2)eutfc^e  ^rauen,  beutfc^e  2;reue,  beutfc^er  SBein  unb  bcutfc^er 
6ang  joUen  in  ber  SBelt  beplten  i^ren  alien  fd^onen  ^lang,  uns  ju  ebler 
^at  begeiftern  unfer  ganjeg  i^eben  long  —  |:  beutjc^e  §rauen,  beut[cf>c 
^reue,  beutfc^er  2Bein  unb  beutfc^er  ©ang !  :| 

3.  einigfeit  unb  3iec^t  unb  ^rei^eit  fur  bag  beutfc^e  58aterlanb!  2)a« 
nac^  lafet  ung  aUe  ftreban  briiberlic^  mit  ^erj  unb  ^anb  I  einigfcit  unb 
3tec^t  unb  grei^eit  finb  beg  ©lucfeg  Unterpfanb  —  |:  S3lu^'  im  ©lanje 
biefeg  ©liideg,  blii^e,  beutfc^eg  SBaterlanb!  :| 

Hoffmann  oon  Soaet8Ie6en,  1841. 

27 


The  Teaching  of  German  Conversation 


2>cr  SittbcttBaum 


3Jla%xQ. 


grana  ©cl)u6crt,  1827. 


g^a^^^fefe^j 


N=1^ 


--1     N       I 

at 


^ 


^ 


1.  2lm  Srun=nen  Bor  bent  Xo  =  re      ba  fte^t  ein  Sin  =  ben= 


-51— •- 


#-r- 


baum;       ic^  trdumt'     in      fet  =  nem  ©cfiat  =  ten 


fo 


« 


^?3 


^ 


man  =  d^en    fu  =  ^en  2;raum.    ^c^  fc^nitt     in     jei  =  ne 


p^Vi=^^5=r 

N— , 

J «^~ 

— ^ s r                 ■  -» 

— H ^ — ^ \ — « — K— 

-4)^^  J.  ^  *. 

-^:t= 

0         J           p       ■          ^       r 
•         J       ^               # 

9iin  =  be 


lie  =  be    SBort;        es 


:^ 


>i— # 


m 


J^e 


jog    in^^reub'unb  Sei  =  be      ju    i§m    mic^  im=mer=fort. 

2.  ^c^  mu^t'  auc^  fieute  manbern  oorbei  in  liefer  St^ac^t,  ba  f)ab'  id) 
noc^  im  2)unfel  bie  2lugen  gugemacfit.  Unb  feine  3"'6i96  raufd^ten,  alg 
riefen  jie  mir  ju:  5^omm  ^er  ju  mir,  ©efelle,  ^ier  finbft  bu  beine  ^u^' ! 


3.  ^ie  falten  3Binbe  bliefen  mir  grab  ing  Slngefic^t,  ber  §ut  flog 
mir  t)om  £opfe,  ic§  roenbete  mic^  nirf)t.  3^un  bin  ic^  manege  ©tunbe  ent= 
fernt  »on  jenem  Drt,  unb  immer  pr'  ic^'g  raufc^en:  Xu  fanbeft  3tu^e 
bort! 

2Bilt)elm  ^iiUtx,  1822. 

28 


The  Teaching  of  German  Conversation 


S)cr  SBirttn  Xoi^ttxhin 

Sctjr  maStg.  58oIf8tt)ei?e. 


* 

m^ 


m^^ 


• — #■ 


1.  ®3      80   =    gen   brei   Sur  =  fc^cn   n)ol)l       ii   =   bcr    ben 


i 


^^=X 


• — {-•  .       m       ^ 


.       J       i^ 


9tf)ein,     bei     ei  =   ner  ^rau  35Jir  =  tin,   ba     !ef)r » ten    fie 


i 


f-  rrii" » 


:f=?c 


i^l 


ein,     bei    ei  =  ner  %x(x\x  3Sir  =  tin,  ba    fe^r  =  ten  fie    ein. 

2.  „%xa\x  3Cirtin,  ^at  ©ie  gut  Sier  unb  SBein  ?    | :  2Bo  ^at  @ie  i^r 
fc^one^  3:oc^tedein  ?''  :| 

3.  „a«ein  S3ier  unb  28ein  ift  frifc^  unb  !Iar.  |:  2Kein  Xoc^terlein  licgt 
auf  ber  Xotenba^r'."  :| 

4.  Unb  al^  fie  traten  jur  5lammer  f)inein,   |:  ba  lag  fie  in  einem 
fc^roarjen  ©c^rein.  :| 

5.  2)er  erfte,  ber  fct)Iug  ben  ©c^Ieier  aurud  |:  unb  fc^aute  fie  an  mit 
traurigem  Slid:  :| 

6.  „%^,  lebteft  bu  nocf),  bu  fc^one  3Kaib !    |:  Sc^  wiirbe  bic^  liebcn 
t)on  biefer  ^t\i."  :| 

7.  2)er  ^roeite  becfte  ben  ©c^Ieier  ju  1:  unb  le^rte  fi(^  ah  unb  roeinte 
baju:  :| 

8.  „%^,  ba^  bu  liegft  auf  ber  XotenbafirM    I:  3«^  ^ab'  bic^  gclicbet 
fo  manc^eg  S(i^r«"  *l 

9.  !Der  britte  \)\xh  i^n  roieber  fogleic^  |:  unb  !u^tc  fie  auf  ben  aWunb 
fo  bleic^:  :| 

10.  „2)ic^  liebt'  ic^  immer,  bic^  lieb'  ic^  noc^  ^eut  i:  unb  rocrbe  bic^ 
lieben  in  ©roigfeit."  :| 


fiubroifl  U^lanb,  1809. 


29 


The  Teaching  of  German  Conversation 


it 


9l6fd)tcb 


SBoIIStoeife. 


#^^^E?Jfefei^^^MH 


'   r  Tlu^    i    benn,  mu^    \    benn     gum     ©tab  =  te  =  le  'naug, 
(^  SBenn  i  lomm',  raenn  i  fomtn',  rcenn  i  rote  =  brum  fomtn' 


i 


P 

:i2r-^- 


wi/ 


W 


£t? 


^^ 


©tiib  =  te  =  le  'nau^      unb     bu,  tnein  ©d^a^,  bleibft  t)ier  ?  ^ 
Tt)te  =  brum  !omm',  fe^r'  i   ein,  mein  ©c^a^,    bei      bir.    j 


-/gth-^-^-fv- 

fi    h — K-n 

~^- 

=tf=^ 

=M^ 

-^^l^^-J^-iv- 

A-* — J — 

#      • 

^ann    i    gleic^    net    all  =  roeil     bei      bir  fein,    l^an     i 
rit.  r==-    a  tempo 


^ 


• — ^-^ 


3^ 


^ 


St 


N-»- 


m 


boc^ mein 'gteub' an    Wc;  toenn  i  tomm',n)ennt!omm',n)enni 


fc^:^ 


i 


raiebrumIomm',n)iebrumfomm',fe^r'i  ein,mein©c^a^,bei  bir. 

2.  2Bie  bu  roeinft,  mie  bu  toeinft,  ba^  i  roanbere  mu^,  roie  toenn  b' 
Sieb'  je^t  roar'  ■Dorbei.  ©inb  an  brau^,  ftnb  au  braug  ber  2JiabeIe  oiel, 
lieber  ©d^a^,  i  bleib'  bir  treu.  XenV  bu  net,  roenn  i  en  anbere  fe^',  no 
fei  mein'  Sieb'  corbei;  finb  au  brau^  ufro. 

3.  libera  '^af)x,  libera  ^af)v,  roenn  me  3:raubele  jc^neibt,  fteU'  i  ^ier 
mi  roiebrum  ein;  bin  i  bann,  bin  i  bann  bein  ©d^d^ele  nod^,  jo  foU  bie 
Jpod^jeit  fein.  libera  '^d^v,  ba  ift  mein'  3eit  corbei,  ba  g't)or'  i  mein  unb 
bein ;  bin  i  bann  ufro. 


SBoIfSIicb. 


30 


The  Teaching  of  German  Conversation 


2)er  2^attttcn6aum 


WnStfl. 


^tT^^=^}    J   |J-J^'-    JV'J^^ 


k^=^ 


±t±iz:M=zM=± 


1.  D   2;an=nembaum,  D   2;an=ncn=baum,  roie  trcu  finb  bci  =  ne 


i 


s 


1=5E 


r  f     r 


^^ 


V__LV 


SIdt  =  ter !      2)u  griinft  nic^t  nur       jur  ©om=mcr=3eit,     neiu, 


^^^ 


* 


*      * 


? 


r—y 


auc^  im  2Bin  =  ter,  toenn  eg  fc^neit.   D     Xan » ncmbaum,  D 


i 


^ 


3t=i 


Xan  =  nen=t)aum,  roie   treu  finb   bei   »   nc      Slat*  ter  I 


2.  D  aWagbelein,  o  aWagbelein,  roie  falfc^  ift  be'n  ®cmutc !  2)u  f c^rourft 
mir  2reu'  in  meinem  %\M,  nun  arm  ic^  bin,  ge^ft  bu  suriicf  I  D  3Jiagbe« 
lein,  0  2Kdgbelein,  roie  falfc^  ift  bein  ©emiite  I 

3.  3)ie  giac^tigaa,  bie  ^Wac^tigaU  na^mft  bu  bir  jum  (Sjcmpel  I  6ic 
bleibt  folang  ber  ©ommer  lac^t,  im  ^erbft  fie  fic^  t)on  bannen  ma(^t : 
2)ie  9?act)tigalt,  bie  9?ac^tigaU  na^mft  bu  bir  jum  ©jcmpel  I 

4.  2)er  33ac^  im  %o\,  ber  33ac^  im  Xal  ift  beiner  5alf(^^eit  6picgel ! 
(gr  ftromt  aUein,  roenn  Slegen  flie^t,  bei  2)iirr'  er  balb  ben  Duett  ©er^ 
f(^Iief;t :  2)er  33ac^  im  Sal,  ber  93ac^  im  2;al  ift  beiner  ^alfc^^eit  ©piegel ! 


3' 


VOCABULARY 


ber  3(at  (-e)  eel 

bie  $((!ertt)inbe  (-n)  bindweed 

ber  Slblcr  (-)  eagle 

ber  2lffc  (-n)  monkey,  ape 

bie  Slffcnart  (-en)  ape  and  monkey 
kind 

bie  5(mfcl  (-n)  ousel,  blackbird 

ber  ^IVfctbaiim  ("e)  apple-tree 

ber  2(^ri!o'fcu6aum  (-e)  apricot- 
tree 

aroma'tifl^  adj.  aromatic 

bie  ^Irsttci'pflattje  (-n)  medicinal 
plant 

bie  5lftcr  (-n)  aster 

bie  5(uftcr  (-n)  oyster 

bie  Sad^forcttc  (-n)  brook  trout 

ber  Siir  (-en)  bear 

bag  S3ccrett06ft  berries 

befnttttt'  adj.  familiar,  well-known 

BcUcW  adj.  popular 

ber  S3crg  (-e)  mountain 

ber  23ibcr  (-)  beaver 

biegfdltt  adj.  pliant,  flexible 

ber  SBirnbaum  (^e)  pear-tree 

bag  Sitterfii^  (-e)  bitter-sweet 

Btatt  adj.  blue 

ber  SBhtmettfo^I  cauliflower 

bie  S5o^nc  (-n)  bean 

bie  S5U(^C  (-n)  beech 


bunt  adj.  gay-colored,  variegated 

bie  S3uttC  (-n)  flounder 

bie  S3utterlJtumc  (-n)  buttercup 

ber  ^aj^§  (-e)  badger 

bag  ^ammilb  fallow  deer 

ber  ^iftctfinf  (-en)  goldfinch 

bie  ^roffcl  (-n)  thrush 

bttftCttb  adj.  fragrant 

bie  (£6cnc  (-n)  plain 

Cbcl  adj.  noble 

bie  @tC^C  (-n)  oak 

bag  @it^prn(^en  (-)  squirrel 

ber  (Ji^bar  (-en)  polar  bear 

ber   (Sifctt^ut    (''e)     monkshood, 

aconite 
ber  @(efant'  (-en)  elephant 
bag  (J'Icntier  {second  e  not  obsacre] 

(-e)  elk  (  =  American  moose,  not 

American  "elk") 
bie  @(ftcr  (-n)  magpie 
ber  Gmu  (-g)  emu 
bie  @ntc  (-n)  duck 
ber  (£tt'5tatt  (-e)  gentian 
bie  @r6fc  (-n)  pea 
bie  ©rbbccrc  (-n)  strawberry 
ber  @fcl  (-)  donkey 
bie  @ulc  (-n)  owl 
ber  ^alfc  (-n)  falcon 
bie  ^clbblumc  (-n)  field  flower 


32 


Vocabulary 


ber  ^infe  (-n)  finch 

bie  ^ifi^otter  (-n)  otter 

ber  ^lamin'go  [sotmd  the  g]  (-g) 

flamingo 
bie  ^(cbcrmau^  Ce)  bat 
ber  ^'Hcbcr  (-)  lilac 
ber  J^roft^  ('e)  frog 
fnit^tbar  adj.  fruitful 
ber  gfuc^^  (''e)  fox 
bie  @an§  (*e)  goose 
bie  ©flrtcnblumc    (-n)   garden 

flower 

ber  @cicr  (-)  vulture 

ba^  ©ci^blatt  ("er)  honeysuckle 

(jclb  ^<{)'.  yellow 

gcmcin'  adj.  common 

bie  @cmfe  (-n)  chamois 

ba^  ©cmii'fe  (-)  vegetable,  vege- 
tables 

bie  ©crftc  barley 

ba^  ©Ctrci'be  (-)  grain,  cereals 

gettiitr'^ig  adj.  spicy 

bie  6)ift|iflanje  (-n)   poisonous 
plant 

bie  ©iraf'fc  (-n)  giraffe 

bie   ©olbammcr    (-n)     yellow- 
hammer 

gro^  adj.  (grower,  am  grb^ten) 
large 

ber  ^afcr  oats 

ber  ^oififf^  (-e)  shark 

ber  ^omftcr  (-)  hamster  (practi- 
cally a  good-sized  gopher) 


ber  ^ofe  (-n)  hare 

bag  ^au^^u^n  (""er)  domestic  fowl 

bie    ^au^toube    (-n)    domestic 

pigeon 
ber  ^cc^t  (-C)  pike 
^i^en  (ie,  ie)  intr.  the  name  of ...  is 
ber  Bering  (-e)  herring 

bad  {beast)  or  ber  {fur)  ^ttVMXxof 

(-e)  ermine,  stoat 
l^err(t(^  adj.  splendid 
bie  ^imbeere  (-n)  raspberry 
bie  ^irfc^art  (-en)  deer  kind 
1)0C^  (fjo^er,  am  pc^ften)  high,  tall 
ber  ^olun'bcrftroud^  (""e  or  ^er) 

elder 
bag  ^u^tt  e'er)  fowl,  hen,  bird  of 

the  hen  type 
bie  Rummer  (-n)  lobster 
ber  ^wnb  (-e)  dog 
bie  ^unbcart  (-en)  dog  kind 
ber  Sbig  (-fe)  ibis 
ber  3[ger  (-)  hedgehog 
ber  ^(tiS  (-fe)  polecat  (not  skunk, 

but  a  dry-land  mink) 
bad  l^mmergriiit  (-e)  periwinkle 
ber  3infertenfrcffcr(-)  insect-eater, 

insectivorous  beast 
ti^'Ianbtfcl^  adj.  Iceland-,  Icelandic 
ber  ^a'guar  (-c)  jaguar 
ber  3ttf  (-d)  yak 
bie  ^o^an'niiSbeere  (-n)  currant 
ber  ^o'bcljttu  (-c  or-i)  codfish 
ber  ^a'fabu  (-d)  cockatoo 


33 


Vocabulary 


bag  ^oI6  f  er)  calf 

bag  darnel'  (-e)  camel 

bie  ^amil'Ie  (-n)  camomile 

ber  ^ana'ricnt)ogc(  \_sound  i  and  e 

separately]  (^)  canary  bird 
bag  ^anttt't^Ctt  (-)  rabbit 
ber  ^ar^fcn  (-)  carp 
ber  ^afuar'  (-e)  cassowary 
bie  ^a^c  (-n)  cat 
bie  ^a^cnart  (-en)  cat  kind 
bag  ^aujt^Ctt  (-)  little  barn-owl 
ber  ^tc6i<?  (-e)  pewit,  plover 
ber  ^irfd^cnbaunt  (""e)  cherry-tree 
Jttcin  adj.  small 

nein6lutt0  adj.  small-blossomed 
ber  ^lettertiogcl  H  climber 
ber  ^o'libri  (-g)  humming-bird 
ber  ^ott'bor  (-e)  condor 
bie  ^or^ttieibe  (-n)  basket-willow, 

osier 
bie  ^ornblume  (-n)   corn-flower, 

blue-bottle,  bachelor's-button 
bie  ^ornrabe  (-n)  com-cockle 
bie  ^rfi^c  (-n)  crow 
ber  ^ranit^  (-e)  crane 
ber  ^re6§  (-e)  crab 
!riC(i)Ctt  (0,0)  intr.  creep 
bag  ^rofobil'  (-e)  crocodile 
ber  ^tttfttrf  (-e)  cuckoo 
bie  ^tt^  (""e)  cow 
bie  fittt^tttttbc  (-n)  collared  dove, 

Barbary  dove 
bag  fianb  (*er)  land 


langlcbig  adj.  long-lived 

ber  Sauftiogel   ("")  running  bird, 

bird  of  the  ostrich  type 
berfico^arb'  (-e  or-tx\)  leopard 
bie  ficri^c  (-n)  lark 

bie  fiibcl'lc  (-n)  dragon-fly 

bie  fiilic  \_sound  i  and  e  separately'^ 
(-n)  lily 

bie  fiittbc  (-n)  linden 

ber  fiijwc  (-n)  lion 

ber  2uj^^  (-e)  lynx 

bie  fiuft  re)  air 

ber  ^a'got  (-e)  Barbary  ape, 
Gibraltar  monkey 

ber  9Jlaiftf(^  (-e)  shad 

ber  SJlarbcr  (-)  marten 

bag  aWauIttcr  (-e)  mule 

ber  SD^autwurf  (''e)  mole 

bie  9Jittu§  ("e)  mouse 

mcbiji'ttif  (^  adj.  medicinal,  medical 

bag  9)Jccrfc^tticin  (-e)  porpoise 

bie  9JZcifc  (-n)  titmouse,  tomtit 

ber  ajloijn  (-e)  poppy,  poppies 

bag  ^00i§  (-c)  moss 

bie  Wotot  (-n)  gull 

bag  SSlVLXmtMxtX  (-e)  marmot  (Eu- 
ropean woodchuck) 

bie  9?aci)t  (^e)  night 

bie  9?at^ttgtttt  (-en)  nightingale 

bag  9Jagetier  (-e)  rodent 

narfo'tift^  adj.  narcotic 
bie  9ic(fc  (-n)  pink 
nicbrig  adj.  low,  lowly 


34 


Vocabulary 


ba^  92n^>fcrb  (-e)  hippopotamus 

nuljlic^  adj.  useful 

ber  9?ttljftrourf)  ("e  or  ^cr)  useful 

shrub 
ber  Cbftbaum  C'e)  fruit-tree 
ber  Dcf)^  (-en)  ox 
ber  !|Sont^cr  (-)  panther,  leopard 

(not  the  American  "  panther  ") 
ber  <(§apagct'  (-en)  parrot 
ber  ^a'Dtan  (-e)  baboon 
ber  *|Sclifan'  (-e)  pelican 
ber  *4?cl5  (-e)  fur 
ber  ^fau  (-en)  peacock 
bie  ^fcffcrmin'se  peppermint 
ba^  ^fcrb  (-e)  horse 
bie  ^fcrbcart  (-en)  horse  kind 
bie  ^flailjc  (-n)  plant 
^rdd^tin  adj.  splendid,  magnificent 
ber  filter  (-)  turkey 
ber  JHabc  (-n)  raven 
bie  JRattc  (-n)  rat 
ber  JRaubttogcI  C)  bird  of  prey 
ba^  9i^b^uljtt  e'er)  partridge 
bag  Oic^  (-e)  roe  (very  small  deer) 
ber  9?ci^cr  (-)  heron 
rcijcnb  adj.  charming 
bag  JHcnnticr  (-e)  reindeer 
bag  JJiljiito'jcrog  (-fe)  rhinoceros 
bie  JRingcItaubc   (-n)    ring-dove, 

cushat 
ber  SJongcn  rye 
bie  JRofc  (-n)  rose 
rot  adj.  red 


bag  92otf  e^If^Ctt  (-)  robin  redbreast 
faftig  adj.  juicy 

ber  @a(m  (-e)  salmon 

bie  Sarbel'Ie  (-n)  anchovy 

bag  Saugetier  (-e)  mammal 

f^dbfif^  adj.  noxious 

bag  @(^of  (-e)  sheep 

fc^attig  adj.  shady 

ber  ec^eUfifd)  (-e)  haddock 

ber  8d)icr(ing  (-e)  hemlock  (not 

the  tree) 
bie  ®d)tIb!rotc  (-n)  turtle,  tortoise 
ber  @d)impon'fc  (-n)  chimpanzee 
ber  ©c^lclicnftrauc^  ("corner)  sloe- 
tree,  blackthorn 
bie  @(^(cicr=(£u(c  (-n)  white  owl 
fd^merjfttUenb  adj.  pain-relieving 
ber  8(^neebaQftrau(^  (*e  or  Hx) 

guelder-rose,  snowball-tree 
ber  ©(^ncpfcnftrottfe  (-e,  also  -en) 

apteryx 
f(^Bn  adj.  beautiful 
bie  ®rf|tt>olbc-(-n)  swallow 
ber  @(^llian  C'e)  swan 
ft^Warj  adj.  black 
ber  ©cc^unb  (-e)  seal 
ber  Seetiogel  (')  sea-bird 
ber  Singtiogel  (*)  singing  bird 
ber  (5pccl)t  (-e)  woodpecker 
ber  Sperling  (-c)  sparrow 
ber  8|)inat'  spinach 
ber  Spinncnaff  c  (-n)  spider-monkey 
bie  epi^mauS  (^e)  shrew 


35 


Vocabulary 


bie  (Bta6)tlf)ttVt  (-n)  gooseberry 

ftarf)elt8  adj.  thorny,  prickly 

ber  StanbHOgel  O  sedentary  bird, 

non-migratory  bird 
ber  ©tar  (-e)  starling 

ftarf  adj.  strong 

ftattUd^  adj.  goodly,  handsome 

ba§  <Btitjmntttv(i)tn  (-)  pansy 
ber  Btov(ti  (^e)  stork 
ber  Strou^  (-e,  aho  -en)  ostrich 
ber  SturittDogcl  (^)  stormy  petrel 
ber  ©um^ftiogct  C')    marsh  bird, 

wader,  wading  bird 
bie  (Stjrin'gC  [do  not  sound  the  g] 

(-n)  lilac  (not  our  "  syringa  ") 
ber  %^^  (-e)  day 
bie  Mantle  (-n)  fir 
ber  Xa'pir  (-e)  tapir 
bie  %^Vi^t  (-n)  pigeon,  dove 
ba§  ^icr  (-e)  beast 
ber  ^igcr  (-)  tiger 
tiibUt^  adj.  deadly 
bie  ^ofifirfti^C  (-n)    belladonna, 

deadly  nightshade 
ber  ^rut^o^n  (""e)  turkey 
bie  XurtcItauBc  (-n)  turtle-dove 
ber  V^^^Vi  (-e)  homed  owl 
berSBtdfro^  (-e)  glutton,  wolverene 
ber  SBogcI  H  bird 
ber  993ati^0l'ber  (-)  juniper 
mol^r  adj.  true 


ber  SBalbboum  Ce)  forest  tree 
bie  2BaIbbIttmc  (-n)  wood  flower 
ber  SBalbmeiftcr  (-)  sweet-scented 

woodruff 
bie  933oIb=DI)rctt(c  (-n)  eagle-owl 
ber  233alfif(^  (-e)  whale 
bag  2!6affcr  (-)  water 
ber  aSci^c  (-n)  kite 
ber  SBeiporn  (-en)  hawthorn 
tuettkicrireitet  adj.  widely  distrib- 
uted 
ber  aSSctjctt  wheat 
ber  aS^iebe^o^f  (-e)  hoopoe 
ber  28icbcr!aucr  (-)  ruminant 
bie  aSicfcIart  (-en)  weasel  kind 
ttjilb  wild 

bag  SBinbfpicI  (-e)  greyhound 
ber   993ifcnt    (-e)    bison,    aurochs 
(not  the  Sluerod^g  of  ancient  and 
medieval  Germany) 
ttJO^lrtet^Cttb  sweet-smelling 

ber  993oIf  (^e)  wolf 

ber  3tittttfi)tttg  (-e)  wren 

bag  ^z^x^  (-g)  zebra 

bie  BicflC  (-")  goat 

JtCrlid^  adj.  pretty 

ber3icrftrattr^  (^e<?r^er)  ornamen- 
tal shrub 

ber  3obcI  (-)  sable 

ber  3ugb0gcl  {"■)  bird  of  passage, 
migratory  bird 


36 


International  Modem  Language  Series 

German  Texts  for  High  School  and 
College  Reading 

Auerbach       Brigitta  (ist  or  2d  year) 

With  Introduction,  Notes,  Elxercises,  and  Complete  Vocabulary 

Edited  by  J.  Howard  Gore,  of  The  George  Washington  University.    i6mo,  semi- 
flexible  cloth,  viii  +  165  pages,  40  cents. 

"  Love  Your  Enemy  "  is  the  motto  of  this  charmingly  simple  tale  of 
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from  difficulties  of  structure  or  diction,  and  thus  presents  admirable 
material  for  early  reading  or  sight  translation. 

Baumbach     Der  Schwiegersohn  {2d  or  3d  year) 

With  Introduction,  Notes,  Ejcercises,  and  Vocabulary 
Edited  by  Hedwig  Hulme.    i6mo,  semiflexible  cloth,  xi  +  i86  pages,  40  cents. 
A  TALE  of  life  in  the  small  German  town,  full  of  simple  and  homely 
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salient  features  of  the  social  relation  of  the  middle  classes. 

Baumbach     Marchen  und  Gedichte  (2d  or  3d  year) 

With  Introduction,  Notes,  Vocabulary,  and  Elxercises  with  Fragen 

Edited  by  Edward  Manley,  Instructor  in  the  Modem  Languages  in  the  Engte- 

wood  High  School,  Chicago,  111.    i6mo,  semiflexible  cloth,  xiii  +  209  pages,  45  cents. 

The  tales  are  "  Ranunculus,"  "  Warum  die  Grossmutter  nicht  schreiben 
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and  songs.   The  book  is  rich  in  local  color  and  the  spirit  of  romance. 

Bernhardt     Krieg  und  Frieden  (ist  or  2d  year) 

With  Introduction  and  Notes 

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A  COLLECTION  of  three  interesting  stories  —  "  Mutterliebe,"  by  Emil 
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37 


German  Texts  for  High  Schools  and  Colleges 


Hans  Hoffmann  —  which  give  an  instructive  panorama  of  peoples  and 
places,  countries  and  customs,  in  the  north  and  south  during  the  Napo- 
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Collmann     Easy  German  Poetry  for  Beginners 

(ist  or  2d  year) 

With  Notes  and  Vocabulary 

Edited  by  Chester  William  Collmann,  Principal  of  the  Cedarburg,  Wisconsin, 
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Over  sixty  short  poems  selected  from  the  rich  field  of  German  lyric 
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Dippold     Scientific  German  Reader  (Revised  Edition) 

(2d  or  3d  year) 
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Edited  by  G.  Theodore  Dippold,  recently  Professor  of  the  Modem  Languages  in 
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Du  Bois-Reymond     Wissenschaftliche  Vortrage 

(3d  or  4th  year) 

With  Introduction  and  Notes 

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38 


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Thr'ee  lectures  —  Tierische  Bewegung,  Uberdie  Grenzen  des  Natur- 
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scientists.  They  are  admirably  adapted  to  introduce  the  student  to  the 
best  technical  and  scientific  German. 

Eckstein     Der  Besuch  im  Karzer,  and  Wildenbruch 

Das  edle  Blut  (ist  or  2d  year) 

With  Notes,  Vocabulary,  and  Repetitional  Elxercises 

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i6mo,  semiflexible  cloth,  xi  -i-  239  pages,  illustrated,  50  cents. 

Two  stories,  very  popular  in  Germany,  illustrating  German  life  in  the 
schools.  "  Der  Besuch  im  Karzer "  takes  place  at  the  classical  gym- 
nasium ;  "  Das  edle  Blut "  has  its  setting  in  the  military  school,  corre- 
sponding somewhat  to  our  academies  at  West  Point  and  Annapolis. 

Ernst     Flachsmann  als  Erzieher  (2d  or  3d  year) 

With  Introduction,  Notes,  and  Vocabulary 

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A  FAVORITE  German  comedy  portraying  common-school  life  with  a 

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Ford     Elementary  German  for  Sight  Translation 

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39 


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Frenssen     Gravelotte  (3d  or  4th  year) 

Chapter  XIV  of  Gustav  Frenssen's  "Jbrn  Uhl" 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  Otto  Heller,  Professor  of  the  German  Language  and  Literature  in 

Washington  University,  St.  Louis,  Mo.    i6mo,  semifiexible  cloth,  xx  +  67  pages, 

with  portrait,  25  cents. 

This  portion  of  ''  Jorn  Uhl "  —  the  chapter  which  shows  the  princi- 
pal figure  of  the  novel  taking  an  active  part  in  the  battle  of  Gravelotte 

—  may  be  ranked  with  the  most  thrilling  pictures  contained  in  the 
world's  literature. 

Freytag     Die  Journalisten  (3d  year) 

With  Brief  Biographical  Introduction,  Notes,  Exercises,  and  Complete  Vocabulary 

Edited  by  Leigh  R.  Gregor,  late  Associate  Professor  of  Modem  Languages  in 
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"Die  Journalisten"  is  the  best  comedy  which  Germany  has  produced 
since  "  Minna  von  Barnhelm."  It  gives  a  picture  of  German  political 
and  social  life  about  1850,  which  in  the  main  is  true  of  the  Germany 
of  to-day. 

Freytag     Doktor  Luther  (2d  or  3d  year) 

With  Introduction  and  Notes 

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i6mo,  semifiexible  cloth,  xv  +  177  pages,  with  portrait,  45  cents. 

One  of  the  best  brief  accounts  of  Luther's  life  and  activity.  It  com- 
prises the  first  four  chapters  (revised)  of  Freytag's  "  Bilder  aus  der 
deutschen  Vergangenheit." 

Freytag     Soil  und  Haben  (2d  or  3d  year) 

With  Notes 

Edited  by  Ida  W.  Bultmann.  i6mo,  semifiexible  cloth,  220  pages,  with  portrait, 
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"  Soil  und  Haben"  —  recognized  as  one  of  the  best  of  modern  novels 

—  presents  contrasted  pictures  of  life  in  the  aristocratic  and  bourgeois 
classes  of  German  society.  It  has  been  somewhat  abridged  to  bring 
the  contents  within  the  range  of  the  classroom. 

Fulda     Das  verlorene  Paradies  (3d  or  4th  year) 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  Paul  H.  Grummann,  Professor  of  Modem  Germanic  Literature  in  the 
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40 


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"  Das  verlorene  Paradies,"  a  drama  in  three  acts,  offers  a  vivid  por- 
trayal of  the  political  and  social  conflicts  of  modern  German  life.  It  is 
admirably  adapted  to  introduce  the  student  to  German  literature  of 
the  present  day. 

Fulda     Der  Talisman  (2d  or  3d  year) 

With  Introduction,  Vocabulary,  and  Notes 

Edited  by  Otto  Manthey-Zorn,  Associate  Professor  of  German  in  Amherst  Col- 
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A  POETIC  satirical  drama  full  of  delightful  humor,  ridiculing  the  theory 
of  the  "  divine  right  of  kings  "  as  illustrated  by  Kaiser  Wilhelm,  and 
voicing  the  indignation  of  the  Prussian  court  at  the  fall  of  their  hero, 
Bismarck.  Although  founded  upon  a  fair}'  tale,  "  Der  Talisman  "  depicts 
real  people. 

Gerstacker     Germelshausen  (ist  or  2d  year) 

With  Introduction,  Notes,  Ejcercises,  and  Vocabulary 

Edited  by  Griffin  M.  Lovelace,  recently  Instructor  in  the  Modem  Languages  in 
the  Louisville  (Ky.)  Male  High  School.  i6mo,  semiflexible  cloth,  xiii-f  107  pages, 
with  portrait,  30  cents. 

This  tale,  the  theme  of  which  is  to  be  found  in  medieval  legend,  is 
given  a  treatment  wholly  Gerstacker's  own.  It  is  thoroughly  German 
in  spirit,  sentiment,  and  local  color,  and  is  an  excellent  example  of 
simple  narrative  and  colloquy. 

The  notes  furnish  an  inductive  study  of  some  of  the  most  important 
points  in  elementary  syntax.  The  vocabulary  supplies  a  marking  of 
vowels  and  accents  sufficiently  thorough  to  guide  the  beginner.  The 
text  is  that  of  Costenoble  (Jena). 

Goethe       Egmont  {2d  or  3d  year) 
With  Introduction  and  Notes 

Edited  by  Max  Winkler,  Professor  of  the  Germanic  Languages  and  Literatures  in 
the  University  of  Michigan.  i6mo,  semiflexible  cloth,  li  +  276  pages,  with  portrait, 
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This  edition  has  been  prepared  largely  with  reference  to  the  needs 
of  college  students  who  have  sufficiently  mastered  the  principles  of  the 
German  language  to  be  able  to  read  this  drama  as  a  classic. 

The  text  of  the  play  is  accompanied  by  Schiller's  two  essays  on 
Egmont.  Historical  notes  supplement  Schiller's  work  and  add  to  the 
historical  and  literary  value  of  the  textbook. 

41 


German  Texts  for  High  Schools  and  Colleges 


Goethe     Gotz  von  Berlichingen  mit  der  eisemen  Hand 

With  Introduction,  Notes,  Map,  and  Appendix  of  Illustrative  Material 
Edited  by  J.  A.  C.  Hildnek,  Junior  Professor  of  German  in  the  University  of 
Michigan.    i6mo,  semifiexible  cloth,  xcviii  +  225  pages,  illustrated,  80  cents. 

This  drama  has  been  edited  for  students  who  have  had  two  years  of 
German  in  the  university,  and  for  advance  classes  of  high  schools. 
An  adequate  introduction  describes  Goethe's  work  upon  the  play  and 
his  preparation  for  the  writing  of  it;  the  part  Herder  plays  in  the 
development  of  the  young  Goethe  ;  the  relation  of  the  principal  source, 
the  ''  Lebensbeschreibung,"  to  the  play ;  the  influence  borne  upon  it 
by  Shakespeare,  Ossian,  etc. ;  the  controlling  ideas  and  aims  of  the 
drama  and  its  effect  upon  the  German,  French,  and  English  literatures. 

Goethe     Hermann  und  Dorothea  (2d  or  3d  year) 

With  Introduction,  Notes,  ELxercises,  and  Vocabulary 

Edited  by  Philip  Schuyler  Allen,  Assistant  Professor  of  German  Literature  in 
The  University  of  Chicago.  i6mo,  semiflexible  cloth,  xlvii  +  257  pages,  illustrated, 
60  cents. 

"  Hermann  und  Dorothea  "  marks  the  full  maturity  of  Goethe's  crea- 
tive artistic  power.  This  new  edition  of  the  famous  masterpiece  has 
been  prepared  with  a  view  to  its  use  in  advanced  high-school  work  as 
well  as  by  college  classes.  German  questions  on  the  text,  for  the  use  of 
classes  in  which  German  is  the  medium  of  expression,  are  provided. 

The  book  is  rendered  unusually  attractive  to  teachers  and  students 
by  the  numerous  illustrations  from  pen-and-ink  sketches  by  Sears 
Gallagher. 

Goethe     Iphigenie  auf  Tauris  (3d  or  4th  year) 

With  Introduction,  Notes,  Repetitional  Elxercises,  and  Vocabulary 

Edited  by  Philip  Schuyler  Allen,  Assistant  Professor  of  German  Literature  in 
The  University  of  Chicago.  i6mo,  semiflexible  cloth,  xlii  +  218  pages,  with  portrait, 
60  cents. 

An  edition  which  aims  to  bring  this  masterpiece  as  close  as  possible 
to  the  young  American  student,  without  destroying  its  beauty.  The 
introduction  makes  clear  the  sources  of  the  plot  and  the  place  occu- 
pied by  the  drama  in  the  life  of  Goethe  and  contemporary  Germany. 
The  notes  not  only  deal  with  the  syntactical  and  linguistic  difficulties 
of  the  text,  but  present  as  well  the  parallel  passages  and  ideals  which 
occur  in  the  older  versions  of  the  legend.  The  repetitional  exercises 
are  designed  to  develop  for  the  student  the  content  and  the  underlying 
meaning  of  the  whole. 

42 


German  Texts  for  High  Schools  and  Colleges 


Goethe       TorquatO  TaSSO  (3d  or  4th  year) 
With  Introduction,  Notes,  and  Vocabulary 

Edited  by  John  Firman  Coar,  Professor  of  the  German  Language  and  Literature 
in  Adelphi  College,  Brooklyn,  N.Y.  i6mo,  semiflexible  cloth,  Iv  +  327  pages,  with 
portrait,  80  cents. 

"  Tasso  "  offers  the  best  opportunity,  with  the  exception  of  "  Faust," 
for  the  study  of  the  evolution  of  Goethe's  intellectual  life,  and  in  this 
edition  the  drama  is  interpreted  mainly  as  a  record  of  this  evolution. 
The  various  phases  of  Goethe's  so-called  "  individualism  "  are  discussed 
in  the  introduction,  with  some  reference  to  their  relation  to  German 
society  and  to  our  American  democracy. 

Grandgent     German  and  English  Sounds  (ist  or  2d  year) 

By  C.  H.  Grandgent,  Professor  of  the  Romance  Languages  in  Harvard  Univer- 
sity.   i2mo,  cloth,  42  pages,  illustrated,  50  cents. 

This  book  is  designed  for  the  student  of  phonology  and  the  teacher 
of  German  who  is  not  of  German  birth.  It  includes  drawings  illustrat- 
ing the  position  of  the  tongue,  palate,  and  lips  in  the  production  of  Ger- 
man and  American-English  vowels  and  the  most  important  consonants. 
These  drawings  have  been  reproduced  on  transparent  paper  so  that  the 
difference  between  any  two  outlines  can  be  ascertained  by  laying  one 
cut  upon  the  other. 

Grillparzer     Sappho  (2d  or  3d  year) 

With  Introduction  and  Notes 

Edited  by  Chiles  Clifton  Ferrell,  recently  Professor  of  the  Modem  Languages 
in  the  University  of  Mississippi.  i6ino,  semiflexible  cloth,  xsodii  -|- 143  pages,  with 
jxjrtrait,  45  cents. 

Grillparzer's  fundamental  thought  is  the  conflict  between  art  and 
life,  and  upon  this  theme  he  has  built  a  drama  strongly  written,  thor- 
oughly German  in  spirit,  and  remarkably  free  from  the  sensationalism 
"^that  characterizes  the  works  of  his  contemporaries. 

Hauff       Tales  (ist  or  2d  year) 

With  Introduction,  Notes,  asid  Vocabulary 

Edited  by  Charles  B.  Goold,  Instructor  in  French  and  Greek  in  the  Albany  Acad- 
emy, Albany,  N.Y.    i6mo,  semiflexible  cloth,  xii  +  200  pages,  50  cents. 

Three  tales  from  "  Das  Wirtshaus  im  Spessart,"  which  picture  the 
romantic  splendor  of  feudal  times  and  the  gallant  knights  and  charming 
maids  of  the  days  of  chivalry.  These  tales  are  "  Die  Sage  vom  Hirsch- 
gulden,"  "  Die  Hohle  von  Steenfoll,"  and  "  Saids  Schicksale." 

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German  Texts  for  High  Schools  and  Colleges 


Heine     Die  Harzreise  (2d  or  3d  year) 

With  Introduction,  Notes,  and  some  of  Heine's  Best  Known  Poems 

Edited  by  Leigh  R.  Gregor,  late  Associate  Professor  of  the  Modem  Languages  in 
McGill  University,  Montreal,  Canada.  i6mo,  semiflexible  cloth,  xxix  +  183  pages, 
with  portrait,  40  cents. 

. "  Die  Harzreise  "  gives  occasion  for  the  discussion  of  rehgious  liberty, 
student  life,  character,  contemporary  authors,  tendencies  of  the  stage, 
and  political  reform.  It  contains,  besides,  romantic  dream  pictures, 
beautiful  descriptions  and  impersonations  of  nature,  and  an  inexhausti- 
ble supply  of  wit. 

Heine     Poems  (3d  or  4th  year) 

With  Introduction  and  Notes 

Selected  and  edited  by  Carl  E.  Eggert,  Assistant  Professor  of  German  in  the 
University  of  Michigan.    i6mo,  semiflexible  cloth,  lxxix  +  233  pages,  with  pxjrtrait, 
60  cents. 
An  authoritative  text  of  one  hundred  and  sixty-three  of  Heine's  best 

lyrical  poems.    A  short  biography,  based  upon  the  main  facts  of  Heine's 

life,  has  been  included. 

Heyse     Anfang  und  Ende 

With  Notes,  Vocabulary,  Questions,  and  Exercises 

Edited  by  A.  Busse,  Associate  Professor  of  German,  Ohio  State  University.  i6mo, 
cloth,  viii  +119  pages,  35  cents. 

A  STORY  typical  of  modern  German  romanticism,  full  of  charming 
sentiment,  in  which  all  ends  happily  after  a  period  of  sorrow  and  true 
love  crossed. 

Heyse     L*Arrabbiata 

With  Introduction,  Notes,  Exercises,  and  Vocabulary 

Edited  by  Steven  T.  Byington.  i6mo,  semiflexible  cloth,  xii  +  82  pages,  30  cents. 
The  best  story  of  Paul  Heyse,  the  foremost  German  writer  of  short 
stories.  The  scene  is  laid  in  Capri  in  the  Bay  of  Naples.  This  edition 
is  planned  especially  to  exercise  the  student  in  producing  the  best  pos- 
sible English  translation. 

Hillern     Hoher  als  die  Kirche  (ist  or  2d  year) 

With  Introduction,  Notes,  Elxercises,  and  Vocabulary 

Edited  by  Clarence  Willis  Eastman,  Professor  of  German  Literature  in  Amherst 
College,  Amherst,  Mass.    i6mo,  semiflexible  cloth,  x  +  107  pages,  30  cents. 

44 


German  Texts  for  High  Schools  and  Colleges 


A  SIMPLE  tale  of  the  struggles  of  a  young  artist  of  the  sixteenth  century, 
with  its  background  furnished  by  the  Renaissance  and  the  Reformation 
and  such  characters  as  Emperor  Maximilian  and  Albrecht  Diirer. 

The  editor  has  provided  carefully  graded  composition  exercises  based 
upon  the  text,  and  particular  attention  has  been  given  to  systematic 
drill  on  such  difficulties  as  word  order  and  the  modal  auxiliaries.  The 
introduction  lays  stress  on  the  historical  background  of  the  story. 

Keller     Dietegen  (2d  or  3d  year) 

With  Introduction  and  Notes 

Edited  by  Gustav  Gruener,  Professor  of  German  in  Yale  University.    i6mo,  semi- 
flexible  cloth,  vi  +  75  pages,  25  cents. 

In  his  versatility  in  the  creation  of  new  plots  and  types,  his  wonder- 
ful delineation  of  human  nature,  his  power  of  clear  description,  and  his 
simple,  agreeable  style,  Keller  has  been  called  "a  Shakespeare  of  the 
novel."  "  Dietegen,"  one  of  the  best  of  his  shorter  works,  shows  all  the 
excellences  and  peculiarities  of  the  author's  style.  It  is  a  simple  village 
tale  with  its  scene  laid  in  an  imaginary  Swiss  town.  The  development 
of  the  heroine  from  an  imperious  little  tyrant  to  a  sweet,  unselfish 
woman  furnishes  the  thread  of  the  narrative. 

Kleist     Prinz  Friedrich  von  Homburg  (2d  or  3d  year) 

With  Introduction,  Notes,  and  Bibliography 

Edited  by  John  Scholte  Nollen,  President  of  Lake  Forest  College,  Lake  Forest, 
111.    i6mo,  semiflexible  cloth,  Ixxii  +  172  pages,  50  cents. 

Both  because  of  its  historical  position  and  because  of  its  intrinsic 
excellence,  this  work  is  one  of  the  foremost  German  dramas  since  the 
death  of  Schiller.  A  very  complete  biography  of  the  dramatist  gives 
an  adequate  background  for  the  study  of  his  writings.  The  notes  and 
introduction  are  largely  literary  and  critical. 

Lessing     Emilia  Galotti  (3d  or  4th  year) 

With  Introduction  and  Notes 

Edited  by  Max  Poll,  Professor  of  the  Germanic  Languages  in  the  University  of 

Cincinnati.    i6mo,  semiflexible  cloth,  xlvi+  131  pages,  50  cents. 

"  Emilia  Galotti "  is  one  of  Lessing's  greatest  works  and  the  first  real 
tragedy  in  German  literature.  The  style  is  clear  and  the  language  is  not 
difficult.  The  very  full  introduction  of  this  edition  gives  much  helpful 
information  about  the  sources  of  the  play,  the  history  of  its  conception 
and  composition,  its  structure,  and  its  influence  upon  German  dramatic 
literature. 

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German  Texts  for  High  Schools  and  Colleges 


Lessing     Minna  von  Barnhelm,  oder  Das  Soldatengliick 

(2d  or  3d  year) 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  Richard  Alexander  von  Minckwitz,  late  Teacher  in  the  De  Witt 
Clinton  High  School,  New  York  City,  and  Anne  Crombie  Wilder,  Teacher  of 
L^tin  and  Greek  in  the  Westport  High  School,  Kansas  City,  Mo.  i6mo,  semiflexible 
cloth,  xviii  +  218  pages,  45  cents. 

"  Minna  von  Barnhelm  "  is  the  expression  of  the  rejuvenated  nation- 
ality of  the  period  of  Frederick  the  Great.  The  truth  with  which  the 
comedy  portrays  the  life  of  the  times,  and  the  conciseness,  clearness, 
and  refinement  of  Lessing's  style,  make  it  especially  adapted  for  sec- 
ond- or  third-year  study. 

Luther     Deutschen  Schriften,  Auswahl  aus  (3d  or  4th  year) 

With  Introduction  and  Notes 

Edited  by  William  Herbert  Carruth,  Professor  of  the  Germanic  Languages  and 
Literatures  in  the  University  of  Kansas.  i6mo,  semiflexible  cloth,  Ixxxii  +  362  pages, 
80  cents. 

The  present  edition  gives  enough  of  each  of  Martin  Luther's  greatest 
works  to  outline  the  whole  body  of  his  writings.  The  selections  are,  so 
far  as  possible,  those  which  have  literary  or  historical  value,  and  offer 
sound  material  for  the  study  of  Luther's  style,  vocabulary,  syntax,  and 
phonology. 

Manley  and  Allen     Four  German  Comedies  (2d  or  3d  year) 

With  Notes,  Vocabulary,  and  Repetitional  ELxercises 

Edited  by  Edward  Manley,  Instructor  in  the  Modem  Languages  in  the  Engle- 
wood  High  School,  Chicago,  and  Philip  Schuyler  Allen,  Assistant  Professor  of 
German  Literatxare  in  The  University  of  Chicago.  i6mo,  semiflexible  cloth,  2 10  pages, 
45  cents. 

These  thoroughly  modern  German  comedies  are  of  just  the  lively, 
colloquial  sort  to  make  an  instant  appeal.  They  comprise  Rosen's 
"  Ein  Knopf,"  Moser's  "  Ein  amerikanisches  Duell,"  Miiller's  "  Im 
Wartesalon  erster  Klasse,"  and  Pohl's  "  Die  Schulreiterin."  In  a  number 
of  American  schools  they  have  been  successfully  staged  by  the  students 
of  German. 

Meyer     Der  Schuss  von  der  Kanzel  (2d  or  3d  year) 

With  Introduction,  Notes,  Elxercises,  and  Vocabulary 

Edited  by  Martin  H.  Haertel,*  Instructor  in  German  in  the  University  of  Wis- 
consin.   i6mo,  semiflexible  cloth,  xiii  +  141  pages,  with  portrait,  35  cents. 

A  CLEAN,  interesting  realistic  story  of  the  best  type.  The  climax  is 
reached  when  a  pleasure-loving  parson  inadvertently  shoots  off  a  pistol 

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German  Texts  for  High  Schools  and  Colleges 


while  preaching  a  sermon  on  peace  from  his  pulpit.    The  author  is  con- 
sidered one  of  the  greatest  German  story-tellers  of  the  last  century. 

Minckwitz  and  Unwerth     Edelsteine  (ist  year) 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  Richard  Alexander  von  Minckwitz,  late  Teacher  in  the  De  Witt  Clin- 
ton High  School,  New  York  City,  and  Frida  von  Unwerth.  i6mo,  semiflexible 
cloth,  xiii-f-  133  pages,  with  portrait,  35  cents. 

These  stories  —  Baumbach's  "  Bruder  Klaus  und  die  treuen  Tiere," 
"  Der  Eselsbrunnen,"  "  Der  Fiedelbogen  des  Neck,"  and  "  Die  Siebenmei- 
lenstiefel  "  ;  Volkmann-Leander's  "  Die  Rumpelkammer  "  ;  and  Seidel's 
"  Der  gute  alte  Onkel  " — are  examples  of  the  best  modern  German  prose. 

Morike     Mozart  auf  der  Reise  nach  Prag  (3d  or  4th  year) 

With  Introduction  and  Notes 

Edited  by  Clyde  C.  Glascock,  Assistant  Professor  of  German,  Sheffield  Scientific 

School,  Yale  University.  [/«  press\ 

Besides  this  classic  short  story,  the  present  edition  contains  the  best 
of  Morike's  poetry. 

Mueller     Deutsche  Gedichte  (ist  or  2d  year) 

Selected  and  arranged  by  Hermann  Mueller.  i6mo,  semiflexible  cloth,  xii-j-ji 
pages,  40  cents. 

An  excellent  collection  of  the  simpler  short  poems,  arranged  in  the 
best  order  for  committing  to  memory.  Chamisso,  Goethe,  Hauff,  Heine, 
Hoffmann,  Schiller,  and  Uhland  are  among  the  authors. 

Miiller     Deutsche  Liebe  (2d  or  3d  year) 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  James  Chapman  Johnston,  Principal  of  High  School,  Harrisonbuig,  Va. 
i6mo,  semiflexible  cloth,  xx  +  185  pages,  with  portrait,  45  cents. 

"  Deutsche  Liebe  "  is  the  story  of  a  poor  German  scholar  who  has 
fallen  in  love  with  a  princess. 

Niese     Aus  danischer  Zeit,  Selections  from  (ist  or  2d  year) 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  Laurence  Fossler,  Head  Professor  of  the  Germanic  Languages  and 
Literatures  in  the  University  of  Nebraska.  i6mo,  semiflexible  cloth,  x-f- 156  pages, 
with  portrait,  35  cents. 

The  quaint  picturesqueness  of  the  customs  and  practices  of  the  com- 
mon folk  of  the  fatherland  finds  expression  in  these  sketches  of  Danish 

47 


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German  Texts  for  High  Schools  and  Colleges 


life  by  Charlotte  Niese.  The  Old  World  aroma  hangs  as  distinctly  about 
them  as  does  that  of  New  England  about  the  stories  of  Sarah  Orne 
Jewett  or  Mary  E.  Wilkins. 

Nollen     German  Poems  1 800  - 1 850  (3d  or  4th  year) 

With  Introduction  and  Notes 

Edited  by  John  Scholte  Nollen,  President  of  Lake  Forest  College,  Lake  Forest, 
111.  [Ready  in  the  Fall  of  iqi2\ 

Lyrics  and  ballads  of  the  period  of  the  romantic  movement  from 
Holderlin,  Schlegel,  and  Novalis  to  Geibel.  The  collection  is  sufficiently 
complete  to  bring  out  the  characteristic  manner  of  each  poet  and  the 
general  tendencies  of  lyrical  expression  during  the  period. 

Riehl     Burg  Neideck  (2d  or  3d  year) 

With  Introduction  and  Notes 

Edited  by  Charles  B.  Wilson,  Professor  and  Head  of  the  Department  of  German 
Language  and  Literature  in  the  State  University  of  Iowa.  i6mo,  semiflexible  cloth, 
86  pages,  25  cents. 

"  Burg  Neideck  "  is  one  of  the  best  of  Riehl's  historical  novels,  and 
shows  well  the  author's  imaginative  power  in  weaving  a  fictitious  plot 
about  an  authentic  historical  setting.  His  narrative  is  told  with  a  vivid- 
ness and  a  rush  that  never  allows  the  interest  to  flag. 

Riehl     Der  Fluch  der  Schonheit  (2d  or  3d  year) 

With  Introduction,  Notes,  Vocabulary,  and  Exercises  in  Composition  and 
Conversation 

Edited  by  Arthur  N.  Leonard,  Professor  of  German  in  Bates  College.  i6mo, 
semiflexible  cloth,  xiv+  137  pages,  with  map,  40  cents. 

"  Der  Fluch  der  Schonheit "  is  one  of  the  most  interesting  of  the 
many  Kulturgeschichtliche  Novellen  produced  by  Riehl.  An  interesting 
character  study  is  offered  in  the  handsome  young  Amos,  whose  beauty 
proves  a  great  obstacle  in  his  career.  The  historical  setting,  with  its 
background  of  the  Thirty  Years '  War,  presents  a  vivid  conception  of 
the  life  of  a  soldier  during  that  troublous  period. 

Riehl     Die  vierzehn  Nothelfer  (2d  or  3d  year) 

With  Introduction,  Notes,  Elxercises,  and  Vocabulary 

Edited  by  J.  F.  Louis  Raschen,  Professor  of  the  Modem  Languages  in  Lafayette 
College.    i6mo,  semiflexible  cloth,  xii  +  79  pages,  25  cents. 

This  little  book  is  characterized  by  its  simple  style,  its  vivid  portrayal 
of  character,  and  its  quiet,  wholesome  humor.  It  describes  the  life  of 
a  capricious,  happy-go-lucky  artist  whose  irresponsibility  causes  him  to 

48 


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German  Texts  for  High  Schools  and  Colleges 


clay  the  execution  of  a  set  of  paintings  ordered  by  a  patron  knight,  and 
leads  him  into  many  amusing  situations. 

Rosegger     Waldheimat,  Selections  from  (2d  or  3d  year) 

With  Introduction  and  Notes 

Edited  by  Laurence  Fossler,  Head  Professor  of  the  Germanic  Languages  and 
Literatures  in  the  University  of  Nebraska.  i6mo,  semiflexible  cloth,  ix  +  103  pages, 
35  cents. 

In  presenting  these  delightful  Alpine  sketches  from  Rosegger's 
"  Waldheimat,"  the  publishers  feel  that  they  are  introducing  an  artist  of 
exceptional  charm  and  power  —  simple,  yet  strong  and  skillful  in  his 
diction.   His  native  mountains  and  mountaineers  never  tire  him  nor  us. 

Scheffel     Der  Trompeter  von  Sakkingen  {3d  or  4th  year) 

With  Introduction,  Notes,  Vocabulary,  Maps,  and  Repetitional  Elxercises 
Edited  by  Herbert  Charles  Sanborn,  Vanderbilt  University,  Nashville,  Tenn. 
i6mo,  semiflexible  cloth,  xxvi  +  590  pages,  illustrated,  90  cents. 
This  narrative  poem  furnishes  a  striking  and  accurate  picture  of 
seventeenth-century  life.    In  it  Scheffel  shows  at  its  best  the  exquisite, 
wholesome  humor  with  which  he  defied  the  pseudo-romanticism  of  his 
time.    The  story  is  a  simple  one  of  a  poor  young  musician  who  falls  in 
love  with  a  baron's  beautiful  daughter,  but  the  picture  is  painted  with  a 
life  and  color  that  only  a  scholar  gifted  with  an  artist's  imagination 
could  give.    The  book  is  delightfully  illustrated. 

Schiller     Jungfrau  von  Orleans  (3d  or  4th  year) 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  Philip  Schuyler  Allen,  Assistant  Professor  of  German  Literature  in 
The  University  of  Chicago.    i6mo,  semiflexible  cloth,  xxxv  -i-  334  pages,  70  cents. 
In  the  present  edition  of  the  "Jungfrau"  much  care  has  been  taken 
in  both  the  notes  and  the  vocabulary  to  render  the  play  profitable  for 
the  less-informed  student  and  to  create  a  desire  for  a  closer  acquaint- 
ance with  Schiller. 

Schiller     Maria  Stuart  (3d  or  4th  year) 

With  Introduction,  Notes,  Questions,  and  Vocabulary 

Edited  by  John  Scholte  Nollen,  President  of  Lake  Forest  College,  Lake  Forest, 
III.  i6mo,  semiflexible  cloth,  bcii  +  361  pages,  with  portrait,  75  cents. 
This  edition  of  "  Maria  Stuart"  gives  the  student  such  material  as  is 
most  important  for  the  study  of  the  play  as  a  work  of  literary  art  and 
specifically  as  an  historical  drama.  Among  other  subjects  the  editor  dis- 
cusses the  place  of  "  Maria  Stuart "  in  German  drama,  the  historical 
background  of  the  play,  the  growth  of  the  work  in  the  author's  mind, 
and  the  author's  use  of  sources  in  his  creative  work. 

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German  Texts  for  High  Schools  and  Colleges 
Schiller  and  Goethe     Selections  from  the  Correspondence 

between  (3d  or  4th  year) 

With  Introduction  and  Notes 

Edited  by  John  G.  Robertson,  Professor  of  German  in  the  University  of  London. 

i6mo,  semiflexible  cloth,  xlix+  210  pages,  60  cents. 

These  letters  afford  the  best  of  all  commentaries  upon  the  intellec- 
tual life  and  achievement  of  Germany  in  the  zenith  of  her  literary  great- 
ness, and  are  in  themselves  masterpieces  of  German  prose. 

Schiller     WilhelmTell 

With  Introduction,  Notes,  Vocabulary,  and  Elxercises 

Edited  by  B.  J.  Vos,  Professor  of  German  in  Indiana  University. 

With  Vocabulary.  i6mo,  semiflexible  cloth,  xxviii  +  387  pages,  with  frontispiece, 
70  cents. 

Without  Vocabulciry.  i6mo,  semiflexible  cloth,  xxviii +  300  pages,  with  frontis- 
piece, 60  cents. 
The  introduction  gives  a  sketch  of  the  life  of  Schiller,  and  discusses 
briefly  the  various  historical  and  literary  questions  that  are  connected 
with  the  study  of  the  drama.  Parallels  with  English  literature,  in  so  far 
as  they  are  adapted  to  quicken  the  pupil's  interest,  have  been  intro- 
duced rather  more  freely  than  is  usually  done  in  books  of  this  character. 
Ln  addition  to  the  well-prepared  vocabulary  and  exercises  there  is  a  map 
of  the  region  of  the  Four  Forest  Cantons,  an  outline  map  of  Switzer- 
land, and  a  number  of  illustrations. 

Schiicking     Die  drei  Freier  (ist  or  2d  year) 

With  Introduction  and  Notes 

Edited  by  Otto  Heller,  Professor  of  the  German  Language  and  Literature  in 
Washington  University,  St.  Louis,  Mo.  i6mo,  semiflexible  cloth,  xxxiii  +  Si  pages, 
with  portrait,  30  cents. 

In  "  Die  drei  Freier  "  Levin  Schiicking,  called  the  "  Walter  Scott  of 
Westphalia,"  has  skillfully  linked  together,  for  the  first  time  in  literary 
history,  the  stories  of  "  The  Wandering  Jew,"  "  The  Wild  Huntsman," 
and  "  The  Flying  Dutchman." 

Seeligmann     Altes  und  Neues  (ist  or  2d  year) 

By  Karl  Seeligmann,  late  Instructor  in  German  in  the  Harvard  School,  Chicago,, 
111.    i6mo,  semiflexible  cloth,  125  pages,  35  cents. 
A  COLLECTION  of  prose  and  poems  adapted  from  German  sources  fori 
beginners.    There  are  twenty-six  selections  in  all,  representing,  among 
others,  Prohle,  Trenkner,  Grimm,  Hebel,  BUrger,  Miiller,  Goethe,  and 
Uhland. 

50 


German  Texts  for  High  Schools  and  Colleges 


Seume     Mein  Leben  (2d  or  3d  year) 

With  Introduction,  Notes,  and  Bibliography 

Edited  by  J.  Henry  Senger,  Associate  Professor  of  German  in  the  University  of 

California.    i6mo,  semiflexible  cloth,  vii  +  136  pages,  40  cents. 

The  experiences  of  a  Leipzig  student  as  a  Hessian  mercenary,  im- 
pressed into  service  at  the  time  of  the  American  Revolution,  again  in 
the  Prussian  wars,  and  later  in  the  Polish  rebelHon.  The  book  is  one 
of  the  classic  autobiographies. 

Storm     Geschichten  aus  der  Tonne  (ist  or  2d  year) 

With  Introduction  and  Notes 

Edited  by  C.  F.  Brusie,  Principal  of  Mt.  Pleasant  Military  Academy,  Ossining, 
N.Y.    i6mo,  semiflexible  cloth,  xii+  127  pages,  35  cents. 

The  simplicity,  sweetness,  and  tenderness  of  Storm's  prose  are  well 
brought  out  in  the  three  imaginative  stories  which  make  up  this  vol- 
ume—  "  Die  Regentrude,"  "  Bulemann's  Hause,"  and  "  Der  Spiegel  des 
Cyprianus."  The  music  of  their  language  and  the  charm  of  their  style 
are  characteristic  of  the  author,  who  is  ranked  with  Heine  and  Eichen- 
dorff  in  the  world  of  German  literature. 

Storm     Immensee  (ist  or  2d  year) 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  Richard  Alexander  von  Minckwitz,  late  Teacher  of  Greek  and  Latin 
in  the  De  Witt  Clinton  High  School,  New  York  City,  and  Anne  Crombie  Wilder, 
Teacher  of  Latin  and  Greek  in  the  Westport  High  School,  Kansas  City,  Mo.  i6mo, 
semiflexible  cloth,  89  pages,  30  cents. 

"Immensee"  is  an  idyl  —  a  series  of  enchanting  pictures  through 
which  the  children,  Reinhardt  and  Elizabeth,  play  and  dream  and  love 
and  grieve  as  they  grow  from  childhood  to  maturity.  The  story  is  almost 
as  well  known  and  loved  in  America  as  it  is  in  Germany.  Storm's  char- 
acters and  scenes  are  drawn  from  the  little  world  in  which  he  lived, 
but  they  are  true  to  nature  and  humanity  everywhere. 

Storm     In  St.  Jiirgen  (2d  or  3d  year) 

With  Introduction,  Notes,  Vocabulary,  and  Elnglish  Exerdses 

Edited  by  J.  H.  Beckmann,  Teacher  of  German  in  the  Westport  High  School, 
Kansas  City,  Mo.    i6mo,  semiflexible  cloth,  vi  +  120  pages,  with  portrait,  35  cents. 

"  In  St.  Jiirgen  "  deserves  an  equal  place  with  "  Immensee."  As  a 
character  study  it  offers  even  greater  possibilities  in  the  lives  of  Hansen 
\d  Harre,  who,  having  spent  their  childhood  together,  develop  later 
ndely  varying  careers  under  the  influences  of  different  environments. 

51 


German  Texts  for  High  Schools  and  Colleges 


Storm     Der  Schimmelreiter  (2d  or  3d  year) 

With  Notes,  Ejcercises,  Vocabulary,  and  Biographical  Notice 

Edited  by  J.  Macgillivray,  Professor  of  German  in  Queen's  University,  Kingston, 
Ont.,  and  E.  J.  Williamson,  Professor  of  the  German  Language  and  Literature, 
Hobart  College,  Geneva,  N.Y.    i6mo,  semiflexible  cloth,  xx  +  331  pages,  with  por- 
trait, 70  cents. 
The  last  and  best  of  Storm's  works.    It  is  as  invigorating  as  are  the 
breezes  from  the  North  Sea,  mentioned  so  frequently  in  the  text,  while 
the  spectral  "  rider  of  the  white  horse "  lends  an  enticing  touch  of 
mystery  to  a  story  whose  Frisian  characters  and  Schleswig  setting  give 
it  a  peculiar  charm. 

Super     Elementary  German  Reader  (ist  or  2d  year) 

With  Notes  and  Vocabulary 

Edited  by  O.  B.  Super,  Professor  of  the  Romance  Languages  in  Dickinson  College, 
Carlisle,  Pa.    i6mo,  semiflexible  cloth,  ix  +  134  pages,  40  cents. 
This  little  book  contains  more  easy  reading  than  any  other  reader 
of  its  class. 

There  are  "  Little  Stories,"  very  short  and  simple,  to  suit  beginners, 
and  "  Stories  and  Tales,"  for  pupils  slightly  more  advanced.  "  Historical 
Stories  "  and  "  Easy  and  Short  Poems  "  complete  the  collection. 

Thiergen     Am  deutschen  Herde  (2d  or  3d  year) 

With  English  Notes 

By  OsKAR  Thiergen,  of  the  Royal  Cadet  College,  Dresden,  and  Valerie  Thiergen. 
With  English  Notes  by  S.  W.  Cutting,  Professor  and  Head  of  the  Department  of 
Germanic  Language  and  Literature  in  The  University  of  Chicago.    i6mo,  semiflexi- 
ble cloth,  261  pages,  50  cents. 
"  Am  deutschen  Herde  "  tells  of  the  adventures  of  two  young  Amer- 
icans in  Germany,  bringing  out  the  native  peculiarities  of  German  speech 
and  custom.    The  happy  combination  of  dialogue,  narration,  and  de- 
scription, the  simple,  idiomatic  diction,  and  the  faithful  glimpses  of  the 
Germany  of  to-day  and  of  yesterday,  are  sure  to  be  appreciated  by  the 
student. 

Van  Daell     Preparatory  German  Reader  (ist  year) 

With  Vocabulary 

By  C.  L.  VAN  Daell.  lamo,  cloth,  136  pages,  40  cents. 
Goethe,  Schiller,  Heine,  Korner,  and  Riickert  are  among  the  poets 
represented.  Much  of  the  prose  is  brief  extracts  or  adaptations  from 
Lessing,  Herder,  Hebel,  Campe,  and  others.  The  readings  have  been 
chosen  to  give  some  idea  of  the  country  and  to  tell  something  about  a 
few  of  its  most  illustrious  men.  All  are  brief  —  of  such  a  length  that 
each  is  suitable  for  a  complete  lesson  for  the  beginner. 

52 


German  Texts  for  High  Schools  and  Colleges 
Volkmann-Leander     Traumereien  an  franzosischen 

Kaminen  (ist  or  2d  year) 

With  Introduction,  Notes,  Elxercises,  and  Vocabulary 

Selected,  arranged,  and  edited  by  J.  B.  E.  Jonas,  Assistant  Professor  of  Germanic 
Languages  and  Literatures  in  Brown  University,  and  Anne  T.  Weeuen,  Teacher 
of  German  in  the  Hope  Street  High  School,  Providence,  R.L  i6nio,  semiflexible 
cloth,  xii  +  243  pages,  with  portrait,  40  cents. 

These  stories  give  in  simple,  often  colloquial  language,  but  invariably 
in  finished  and  fascinating  literary  form,  a  rich  picture  of  the  naive  be- 
liefs, traditions,  and  superstitions  so  characteristic  of  Germany.  The 
book  is  prepared  for  beginners,  but  is  equally  well  suited  to  advanced 
students  for  sight  reading  and  outside  study. 

Von  Sybel     Die  Erhebung  Europas  gegen  Napoleon  I 

(3d  or  4th  year) 

With  Introduction  and  Notes 

Edited  by  A.  B.  Nichoi-s,  Professor  of  German  in  Simmons  College,  Boston.    i6mo, 

semiflexible  cloth,  x  +  1 26  pages,  40  cents. 

A  HISTORICAL  study  of  Europe's  rise  against  Napoleon.  The  material 
is  suitable  for  rapid  reading  in  the  third  or  fourth  year,  and  encourages 
an  intelligent  appreciation  rather  than  a  minute  study  of  the  text. 

Zschokke     Der  zerbrochene  Krug  (ist  or  2d  year) 

With  Introduction,  Notes,  and  Vocabulary 

Edited  by  Herbert  Charles  Sanborn,  Vanderbilt  University,  Nashville,  Tenn. 
i6mo,  semiflexible  cloth,  xvi  +  76  pages,  with  portrait,  25  cents. 

Among  all  of  Zschokke's  works  one  could  hardly  select  one  of  equal 
length  which  is  more  characteristic  of  his  quiet  humor  than  the  little 
story  of  "  Der  zerbrochene  Krug." 

Other  Textbooks  in  German 
Miiller  and  Wenckebach     Gliick  Auf  A  First  Reader 

By  Margarethe  Muller,  Professor  of  German,  and  Carla  Wenckebach,  late 
Professor  of  German,  in  Wellesley  College.  i2mo,  cloth,  xxiii  +  235  pages,  illustrated, 
60  cents. 

One  of  the  most  popular  elementary  German  readers  now  in  use  in 
this  country.  The  central  idea  of  the  book  is  to  introduce  the  student 
at  once  to  facts,  ideas,  and  sentiments  which  are  in  close  relation  to 
German  life,  and  to  lead  him  to  a  knowledge  and  appreciation  of  what 
is  choice  and  valuable  in  German  literature. 

53 


German  Texts  for  High  Schools  and  Colleges 


Schiller     Maria  Stuart  (2d  or  3d  year) 

With  German  Comments,  Notes,  and  Questions 

Edited  by  Margarethe  MUller,  Professor  of  German,  and  Carla  Wenckebach, 

late  Professor  of  German  in  Wellesley  College.    lamo,  cloth,  xxx  4-262  pages,  qo 

cents. 

The  whole  editorial  apparatus  of  this  edition  of  Schiller's  popular 

classic  is  in  German.    The  notes  and  the  development  questions  are  so 

simple,  both  in  style  and  in  vocabulary,  that  they  can  be  read  by  the 

student  almost  at  sight. 

Bahlsen     The  Teaching  of  Modern  Languages 

By  Leopold  Bahlsen,  Professor  of  the  Realschule  VI,  Berlin,  Lecturer  on  Methods 

of  Teaching  French  and  German  in  Teachers  College,  Columbia  University,  1902- 

1903.   Translated  from  the  German  by  M.  Blakemore  Evans,  Professor  of  German 

in  Ohio  State  University.   8vo,  semiflexible  cloth,  97  pages,  with  portrait,  50  cents. 

Intended  primarily  for  teachers  of  French  and  German  in  secondary 

schools,  this  suggestive  work  can  also  be  used  with  profit  as  collateral 

reading  in  "  methods  "  courses  in  normal  schools  and  universities. 

Bernhardt     A  Course  in  German  Composition 

By  WiLHELM  Bernhardt,  late  Director  of  German  in  the  High  Schools  of  Wash- 
ington, D.C.    i2mo,  cloth,  230  pages,  90  cents. 

Each  lesson  of  this  course  combines  work  in  reading,  translation, 
conversation,  sight  reading,  and  grammar  review,  the  exercises  being 
based  on  selections  from  the  writings  of  standard  German  authors.  This 
combination  of  work  has  made  the  book  very  attractive  and  unusually 
successful  in  the  schools.  German-English  and  English-German  vocab- 
ularies are  included. 

Collar     First  Year  German 

By  William  C.  Collar,  Head  Master  Emeritus  of  the  Roxbury  Latin  School,  Rox- 

bury,  Mass.  i2mo,  cloth,  336  pages,  $1.00. 
The  aim  of  this  book  is  to  lay  out  in  orderly  progression,  for  begin- 
ners having  not  less  than  four  lessons  a  week,  one  year's  work  in  speak- 
ing, reading,  and  writing  German.  A  brief  summary  is  given  of  the 
essentials  of  English  grammar,  in  order  that  the  student's  progress  may 
not  be  retarded  by  his  ignorance  of  common  grammatical  terms. 

CoUar-Eysenbach     German  Lessons 

With  Notes,  Selections  for  Reading,  and  Vocabularies 

Revised  and  largely  rewritten  by  William  C.  Collar,  Head  Master  Emeritus  of 
the  Roxbury  Latin  School,  Roxbury,  Mass.    i2mo,  cloth,  xxii4-36o  pages,  $1.20. 
English  into  German  The  English  Exercises  from  Collar's  Eysenbach's  "  German 
Lessons."   i2mo,  paper,  51  pages,  25  cents. 

54 


German  Texts  for  High*  Schools  and  Colfe^ek 


The  "natural"  and  the  "scientific"  methods  are  harmonized  in  a 
practical  way  in  this  book  of  lessons,  grammatical  principles,  and  read- 
ings, which  is  based  on  Eysenbach's  "  Practical  German  Grammar." 

Collar     Shorter  Eysenbach 

With  Notes  to  the  ELxercises  and  Vocabularies 

Revised  and  largely  rewritten  by  William  C.  Collar,  Head  Master  Emeritus  of 
the  Roxbury  Latin  School,  Roxbury,  Mass.  Revised  by  Ci-ara  S.  Curtis.  i2mo, 
cloth,  242  pages,  $1.00. 

An  abridgment  of  Eysenbach's  *'  Practical  German  Grammar." 

Doriot     Beginners*  Book  in  German 

By  Sophie  Doriot.    Square  i2mo,  boards,  273  pages,  80  cents. 
Ix  this  book  each  lesson  is  introduced  by  a  picture  illustrating  a 
humorous  verse  from  the  juvenile  literature  of  Germany. 

Duerr     Essentials  of  German  Grammar 

By  Alvan  E.  Duerr,  Head  Master  of  Polytechnic  Preparatory  School,  Brooklyn, 
N.Y.    i2mo,  cloth,  2c/)  pages,  80  cents. 

Memorizing  is  here  reduced  to  a  minimum.  The  constant  repetition 
of  a  limited  vocabulary  of  common  words  should  make  the  book  par- 
ticularly useful  to  teachers  who  follow  the  conversational  method. 

German  Exercise  Book 

8vo,  boards,  8  pages  +  65  blank  leaves,  30  cents. 
To  hold  the  written  work  of  a  half  year. 

Gronow     Jung  Deutschland  (ist  year) 

By  Anna  Gronow,  The  University  of  Chicago  Elementary  School.  [/«  ^ress] 

A  BEGINNING  German  book  presenting  grammar  and  simple,  idiomatic 
reading.  Directions  for  both  teacher  and  pupil  are  given  largely  in  German, 
and  emphasis  is  placed  upon  oral  self-expression  in  the  new  language. 

Ham  and  Leonard     Brief  German  Grammar 

By  RoscoE  James  Ham,  Professor  of  German  in  Bowdoin  College,  Brunswick, 
Maine,  and  Arthur  Newton  Leonard,  Professor  of  German  in  Bates  College, 
Lewiston,  Maine.    i2mo,  cloth,  241  pages,  90  cents. 

This  new  short  grammar  combines  conciseness,  completeness,  good 
arrangement,  and  interest.  The  prose  work  is  chosen  from  anecdotes 
thoroughly  German  in  spirit  as  well  as  idiom.  The  grammatical  rules 
are  stated  with  unusual  clearness  and  simplicity. 

55 


German  Textc  fcr  High  Schools  and  Colleges 


Heller     Studies  in  Modern  German  Literature 

By  Otto  Heller,  Professor  of  the  German  Language  and  Literature  in  Washing- 
ton University,  St.  Louis,  Mo.    lamo,  cloth,  301  pages,  $1.25. 

The  most  important  aspects  of  German  modernism  and  the  most 
conspicuous  figures  in  it.  The  works  of  Ilauptmann  and  Sudermann 
are  treated  with  especial  fullness  and  exactness.  The  last  part  of  the 
volume  deals  with  the  German  women  writers  of  the  nineteenth  century. 

Hempl     German  Orthography  and  Phonology.    Part  I 

By  George  Hempl,  Professor  of  Germanic  Philology  in  Leland  Stanford  Junior 
University.    lamo,  cloth,  xxxii  4-  264  pages,  $2.00. 

The  first  book  to  give  a  systematic  and  comprehensive  treatment  of 
this  subject. 

Hempl     The  Easiest  German  Reading  for  Learners 

By  George  Hempl,  Professor  of  Germanic  Philology  in  Leland  Stanford  Junior 
University.    i2mo,  cloth,  xvii  +  82  pages,  40  cents. 

The  material  in  this  reader  is  chosen  from  nursery  rimes  and  tales, 
making  possible  the  direct  association  of  the  German  text  and  the  easily 
remembered  situation.  Notes  are  placed  at  the  beginning  of  each 
selection  calling  attention  to  the  idioms  and  grammatical  principles 
illustrated. 

Kellogg     German  Verb  Blank  (ist  or  2d  year) 

By  Robert  J.  Kellogg,  Professor  of  Modem  Languages  in  the  James  Millikin 
University,  Decatur,  111.   Cloth,  48  pages,  35  cents. 
For  purposes  of  drill  in  verb  forms.    Provision  is  made  for  the  con- 
jugation of  compound,  reflexive,  and  passive,  as  well  as  the  simple 
active  verbs. 

Stein     German  Exercises  (ist  or  2d  year) 

With  Notes 

Selected  by  J.  Frederick  Stein,  late  Assistant  Instructor  in  the  Modem  Languages 
in  the  Boston  Public  Schools. 

Book  I.    1 2mo,  cloth,  118  pages,  40  cents. 
Book  II.    i2mo,  cloth,  114  pag^s,  40  cents. 

Book  II,  with  Commercial  Exercises.   i2mo,  cloth,  153  pages,  50  cents. 
Any  one  of  these  books  is  well  fitted  to  supplement  any  good  gram- 
mar or  Lessons. 

56 


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